LB 
1571 


V.2 
CO"n,l 


George    -- 


The  plan  book  for 


Inter rie dilate    gr'  cies 


1 


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^^^        Southern  Branch 

If  of  the 

University  of  California 

Los  Angeles 


SIAT2H0KMALSCn&U 

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Tho   plan  hook  for 


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Southern   Branch 
of  the 


University  of  California 

Los  Angeles 


This  book  is  DUE  on  the  last  date  stamped  below. 


DEC  6      i92g 

MAR  4     1924 

JUN  j^  ip?^ 
1921 

I94t 


5m-8,'21 


December. 


THE  PLAN  BOOK 


FOR 


INTERMEDIATE   GRADES 


i- 


BY 


1 5  I  ^  I 


PRICE,   TWENTY-FIVE  CENTS  PER  COPY. 
Full  set,  September  to  June  $2.2^. 


CHICAGO. 
A.  FlyANAGAN  CO.,  PUBLISHERS, 


Copyright  laW 
A.  FLANAGAN. 


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In  English  homes  'neath  Mistletoe 
They  sing  the  Christmas  song, 

While  o'er  the  yiile  log's  rugged  side 
The  bright  flames  creep  along, 

And  scarlet  holly  berries  glow. 


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GLAD  CHRISTMAS  BELLS. 


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Glad  Christinas  bells,  your  mu-sic  tells 
No  pal -ace  hall,  its  ceiling  tall. 
In       skies   a  -  far,      a       splendid  star 

Where,  on   the  hill,    all      safe  and  still, 

»  »  \     -^    •*■        m         m 

:g=rJ=*— ' — * — ri — ^=g= 


Christmas  Hymn. 


The  sweet  and  pleasant  sto  -  rv: 
His   king  -  ly  head  spread  o  -  ver; 
The  wise  men  westward  trav'lint;. 
The   fold  -  ed  flocks  were  ly  -  ing. 


How    came  to  earth,  in       low-ly  birth,  The     Lord    of    life  and  glo  -  ry. 
There    on  -  ly  stood    a         sta-blerude    The  heav'n-ly  Babe  to  cov     er. 
The      live-long  night  saw  pure  and  bright,  A  -  bove   His  birth-place  burning. 
Down  thro'  the  air     an       an  -  gel  fair       On    swift  -  est  wing  came  fly  -  ing. 


5   "Glad  news  I  bring,  the  prdmised  King 
Lies  in  :\  stable  yonder: 
A  manger  His  rude  dwelling  is, 

There  lies  He,  the  world's  wonder." 


6  "Glory  to  Thee  forever  be, 
God  in  the  highest,  glory! 
Good- will  \9  men.  and  peace  again, 
O  earth,  i.'  beaming  o'er  thee!" 


WATCHING  THE  FLOCKS. 

"Shepherds  were  watching  their  sheep  thru  the  night, 
When  from  the  heavens  there  came  a  great  hght. 

Angels  said,  'Fear  not,  glad  tidings  we  bring, 
Jesus  is  born  to  you.  Savior  and  King.' 

^'Chorus — Softly  and  tenderly  over  the  plain 
Came  from  the  angels  the  sweetest  refrain, 

'Glory  to  God!  Peace  on  earth  now  we  bring, 
Jesus  is  born  to  you,  Savior  and  King.' 

"  'Joy  to  all  people,  oh  be  not  afraid,' 

So  in  a  manger  the  Baby  is  laid. 
Heavenly  hosts  help  the  tidings  to  bring, 

'Glory  to  God  in  the  highest,'  they  sing; 
'Glory  to  God  in  the  highest,'  they  sing. — Chorus'. 

"Wise  men  were  shown  by  a  star  where  He  lay; 

Faith  is  the  star  that  will  show  us  the  way, 
Words  that  the  angels  sang,  sing  we  again, 

'Peace  upon  earth  and  good  will  unto  men;' 
'Peace  upon  earth  and  good  will  unto  men.'  " 

(Music  in  "Child  Garden,"  December,  1894.) 


SHINE  OUT,  O  BLESSED  STAR. 


C.  A.  D. 


Caro  a.  Dug  an. 


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1.  Shine  out,    O    bless  -  ed  star,    Prom-ise    of   the    dawn! 

2.  Far     thro' the  shin  -  ing  sky,      An -gel  voi-ces    call, 

3.  Hail      to    the    Ho  -  ly  Child!  Hail  our  L/ord  and  King! 

4.  Sing,     all    in  earth  and  heav'n!  This  is  Christmas  morn! 


Glad      ti-dings 
"Glo  -  ry     to 
Wise   men  and 

Joy      to    the 


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send      a  -  far;  Christ  the  Lord  is  born!    \ 

God    on  high!  Peace,  good-will  to  all!"  (  ,-,.  .        ,  i,  n  1    tt 

=■ .  '  *=  V  Ring,  ring,  happy  bells!   Happy 

shepherds  mild  Ea  -  ger  tribute  bring.  I 

world  is  given,  Christ  the  Lord  is  born.  ,  ' 


bells, 


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bells  of  Christmas!  Ring,  ring,        liap-py   bells!   Christ  the  Lord    is      born! 


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From    'Songs  in  Season.' 


MERRY  CHRISTMAS  BELLS. 


D.  BaTCHELW)»^ 


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Merry , merry , merry , merry  Christmas  bells,  Oh,  sweet  -  ly ,  sweet  -  ly       chime ! 


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Let  the  happy  voices  on  the  breez-es   swell,  This  mer-ry,  nier  ry  Christmas  time. 


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1.  Peace  on  earth,  good -will    to     men,  Oh,  an  -  gel    sing-ers,  sing    a -gain,  While 

2.  Ban  -  ish     ev  -  'ry  tho't    of    care,  Let  mirth  and   mu-sic    fill    the    air,  While 


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hearts  and    voi  -  ces    here     be  -  low    Join     in      the   sweet   re  -  frain!        Oh, 
hearts  and    voi  -ces    here     a  -  gain    Re -peat    the  sweet  re-  frain!        Oh, 

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mer-ry,  mer-rj-,nKr-ry, mer-ry  Christmas  bells,  Oh,    sweet-ly,  sweetly     chime! 


MERRY  CHRISTMAS  BELLS— Concluded. 


Let  the  happy  voi-ces  on  the  breezes  swell,  This  merry,  merry  Christmas  time. 

N        N        s     ^ 


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E.  B.  S. 


CHRISTMAS  CAROL. 


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1.  A  star  shone  in  the  heav-ens    On  Christmas     morn,    Above  the  place  where 

2.  The  wise  men  saw  its  brightness,  And  came  from  far;  They  found  the  way  to 

3.  Oh,  may  this  star  of    beaut-  y    Still  point  the    way.      To  lead   us   all  to 


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blessed,  blessed  Christmas.  O    joyful,  joyful  Christmas, When  Christ  was  born! 


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WE  BRING  OUR  GIFTS. 


E^'ELINE  Smith. 

Solo  or  School  in  Unison. 


Schumann. 
Arr.  by  Alfrkd  Bexrly. 


1 


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1.  We      bring       our      gifts       that      oth   -  ers,       too,     may    share        The 

2.  We      bring      our      gifts        to      Christ,  our       Sav  -   ior      dear,         Our 


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bless-ings  glad  that  fill  this  day   so    full      of      joy,     And  with  each  one    the 
hap  -  py  hearts  and  happy  thanks  for  all      His   love.    And  pledge  to  Him   our 


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wish  that  this  may  be       A    mer-ry,  mer-ry  Christmas  sea-son    ev  -  'ry-where. 
first,  best  Christmas  gift,  Our  willing  serv-ice  for  the  com-ing  glad  New  Year. 


Refrain. 

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try  this  year  to  make 
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Copyright,  by  Joshua  Smith.    From  "Christmas  Greetings.' 


CHRISTMAS  BELLS. 


Schubert. 

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Arr.  by  G. 

S.    WII.KINS. 

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1.  Ring,    joyous    bells!    'tis        now  the  Christmas-tide;  Chime  forth  the 

2.  Now       is    the     sea  -  son         full    of  love  and    gifts;  Now        is    the 

3.  Out       on   the   night,  then,    ring  your  nier  ry   chimes;  Ring,     lust  -  y 


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glad    news,     fling     it      far     and     wide;.  ....  Peace      and  good-will  clang 

time  when       lav  -  ish-ness     up  -lifts, Taught      by     a      Gift,      be - 

mu  -    sic,       ring    the     sea  -  son's  rhymes;      Make       glad  the    wea  -   ry 


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out    to    all   the  earth;        Tell       ev-'ry    na-tion    of   the  won  -  drous   Birth, 
yond  all  price  the  best;  Of        all  sweet  ef-forts,  giv-ing    is       most    blest, 

with  your  cheery  song;         Pa-tience  and  courage  give;  the  weak  make  strong. 


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From  "School  Education,"  by  courtesy  of  the  publishers. 


n  Allegro  mf 

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THE  FAIRY  ARTIST 


Mart  Spencer  Coxrade 


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1.  Tliere      is      a    lit  -  tie    art  -   ist,  Who  paints    in  the  cold    night    hours 

2.  Pic-ture-iof   rush-ing  riv  -    ers,    Bj'      fair     -      y    bridg-es     spanned; 

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tures  for  lit     -    tie     cliil  -  dren.       Of    wondrous  trees  and  flow'rs; 
of         beau-  ti-ful  land -scape.      Cop-  ied  from  el   -  fin     land:       The 


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tures  of  snow  -white  mountains,      Touching  the  snow-white  sky; 
is    the  lamp     he     paints    bj',  His  can  -  vas  the  win  -  dow   pane;        His 


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Pic  -  tures  of  dis    -    tant     o    -    ceans,  Where    pret-ty  ships     sail     by; 
brush       is    a  froz   -    en    snow  -  flake;      Jack    Frost  the  art  -  ist's  name. 


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Copyright,  1899,  by  A.  Flanagan,  Pub. 


The  Hill 

W<5rds  by  Amos  Upton.       Air  from  Beethoven's  Sonata,  op.  go.        Arranged  by  6.  S.  Wllklns. 
J#3 ^^-r-iT .      J*>->     ■    . ^ ir-r-*r ^- 


1.  Be    -    low  the  hill  the  old  stone  mill  Stands  close  be  -  side    the 

2.  The      heavy  wheels  go  round  and  round.The  wa  -  ter     turns     to 


:^^: 


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stream,  The   spacious  bins  the  farmers  fill  With  grain  of  gold-en 

spray.         And  through  the  rushing,  rumbling  sound  The  mill  stones  grind  a- 


^^^^1=^^^ 


The  old         stone 
The  mill    -    wheel 


mill, 
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stream,  The  spacious  bins  the  farmers  fill  With  grain  of  gold-en     gleam, 
play.  And  through  the  rushing,  rumbling  sound  The  mill  stones  grind  away. 


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From  "The  Helper."    Used  by  courtesy  of  the  publishers  of  School  Education,  Minneapolis,  Minn> 


414 


THE   PLAN   BOOK. 


DECEMBER  SONGS. 

A  Christmas  Welcome,     Songs  in  Season. 

To  Santa  Claus, 

Christmas  Song, 

The  First  Christmas, 

Holy  Night, 

Christmas  Song, 

Merry  Christmas  Bells, 

The  First  Christmas, 

Old  Carol  (English), 

God  Rest  Ye,  Children, 

As  Joseph  was  a- Walking, 

Shine  Out,  O  Star, 

Note.     The  above  songs  may  all  be  found  in  the  teachers'  aid  called 
Christmas  in  Other  Lands."     Price  25  cents. 

Hark  the  Herald  Angels  Sing,  from  Songs  of  the  Nation. 

Brightest  and  Best,  from  Songs  of  the  Nation. 

O  Little  Town  of  Bethlehem,  from  Songs  of  the  Nation. 

Christmas  Tree,  Cheerful  Echoes. 

Good  News  on  Christmas,  Cheerful  Echoes. 

Peace  On  Earth,  Fountain  Song  Book  No.  1. 

A  Christmas  Carol,  Eleanor  Smith  No.  1. 

Christmas  at  the  Door,  Eleanor  Smith  No  ] . 

Christmas  Hymn,  Eleanor  Smith  No  1. 

Jolly  Old  St.  Nicholas,  Eleanor  Smith  No.  2. 

The  Child  and  the  Star,      " 

Bells  are  Ringing  Everywhere,  Eleanor  Smith  No.  2. 

Christmas  Eve,  Hanson's  Primary  Songs. 

Santa  Claus,  Hanson's  Primary  Songs. 

Smta  Claus'  New  Outfit,  Hanson's  Primary  Songs. 

Gather  Round  the  Tree,  Songs  of  Life  and  Nature. 

Note.  A  number  of  Christmas  Songs  may  also  be  found  in  a  book 
called  vSong  Echoes  from  Child  Land,  and  in  'A  Christmas  Festival 
Service,"  arranged  by  Nora  Smith  and  Miss  Wiggin. 


I 


THE  PLAN   BOOK.  415 


MUSIC. 


December's  Famous  Musician,  Beethoven. 

A  Music  Day,  December  17. 

The  Patroness  of  Music,  Saint  Cecilia. 

Story  of  Ludwig  Van  Beethoven. 

BORN  DECEMBER  17,  1770. 

Suppose  we  take  a  little  trip  this  afternoon  away  back  into 
the  past  and  to  another  town  and  country  We  must  cross 
the  Atlantic  to  reach  it  and  then  sail  down  the  most  beautiful 
river  of  all  Europe.  Can  you  tell  me  what  and  where  it  is? 
Find  it  on  the  map. 

If  you  have  taken  a  trip  on  our  Hudson  you  will  know 
something  of  the  beauty  of  this  country,  and  river.  It  is  not 
so  beautiful  as  our  own  river,  but  it  has  many  interesting 
features  that  the  Hudson  lacks. 

We  are  going  to  the  city  of  Bonn  to  visit  the  birth-place  of 
one  of  the  greatest  musical  composers  the  world  has  ever 
known.  His  name  was  Ludwig  Van  Beethoven,  and  he  was 
born  just  one  hundred  and  twenty  years  ago  to-day. 

On  the  way  we  will  pass  the  mouse  tower,  of  which  Long- 
fellow speaks  in  his  poem  "The  Children's  Hour.'' 

We  will  not  find  Beethoven's  home  a  very  attractive  one, 
for  Ludwig's  parents  were  poor,  and  his  father  a  harsh  disagree- 
able man.  He  also  indulged  in  drink,  and  you  can  imagine 
how  unhappy  the  life  of  a  drunkard's  family  can  be. 

Beethoven's  father  was  a  singer,  and  he  wished  his  boy  to 
be  a  musician  also,  so  Ludwig's  music  lessons  began  while  he 
was  yet  a  baby. 

The  poor  little  fellow  was  compelled  to  sit  at  the  piano  for 
hours  at  a  time  until  his  fingers  grew  numb  and  his  little 


416  THE    PLAN    BOOK 

back  ached.  Before  he  was  four  years  old  he  was  made  to 
practice  at  the  harpsichord,  music  which  would  have  been 
difficult  for  much  older  pupils. 

If  it  had  not  been  for  Lud wig's  good  old  Grandfather,  he 
would  have  had  a  very  unhappy  childhood,  Ludwig  showed 
such  talent  that  he  soon  attracted  the  attention  of  famous 
musicians  and  was  placed  in  their  care  that  he  might  receive 
the  best  of  instruction.  The  first  time  the  great  Mozart 
heard  him  play  he  said,  "Take  care  of  this  youth;  some  day 
he  will  make  a  stir  in  the  world." 

Beethoven  began  to  compose  at  a  very  early  age,  and 
while  still  a  boy  taught  music  to  support  himself  and  his 
younger  brothers  and  sisters. 

He  became  distinguished  as  a  pianist  and  at  the  age  of  fif- 
teen was  appointed  assistant  court  organist  in  Bonn.  His 
mother  died  when  he  was  seventeen,  and  as  his  father  contin- 
ued to  drink,  poor  Ludwig  had  a  heavy  load  to  bear. 

When  he  was  twenty-two  he  went  to  Vienna  to  study  with  the 
master  musicians  and  at  once  was  ranked  among  the  best  pianists 
and  composers.  While  here  he  became  acquainted  with  a 
prince  wlio  was  very  much  interested  in  him.  He  was  invited 
to  make  his  boras  in  the  palace  of  the  prince,  and  here  he  lived 
for  three  years. 

At  the  age  of  twenty  five  he  was  considered  the  greatest 
composer  of  the  da\'.  What  happy  years  these  must  have  been! 
But  to  this  gifted  musician  a  great  sorrow  now  came.  His  hearing 
began  to  fail,  and  before  he  was  thirty  he  became  quite  deaf. 

Can  you  think  of  a  greater  misfortune  that  could  have  come 
to  one  who  appreciated  melody  as  he  did  ?  His  music  was  his 
very  life,  and  to  be  deprived  of  the  power  of  hearing  all  music 
mv^ant  a  thousand  times  more  to  him  than  to  most  persons. 

The  joy  with  which  he  was  greeted,  when  he  played  in 
public,  and  the  thundering  applause  were  lost  to  him.  Some 
of  his  best  works  he  never  heard. 

But  though  Beethoven  became  very  sad  he  did  not  give  up 
his  work  in  despair.     He  could  still  hear  the  voice  of  his  own 


BESTHOVKN. 


(417) 


THE   PLAN   BOOK.  419 

soul  and  the  melodies  it  sang  to  him,  and  these  he  wrote  and 
played  for  others. 

There  is  scarcely  a  branch  of  musical  composition  which  is 
not  represented  in  his  works.  Among  these  are  songs,  an 
opera,  a  cantata,  two  masses,  sonatas,  symphonies,  minor  pieces 
for  the  piano,  and  works  for  the  full  orchestra. 

The  tendency  of  Beethoven's  works  was  to  make  music  a 
means  of  expression  of  feeling  and  sentiment.  Others  had 
perfected  \n  form  the  symphony  and  sonata,  but  into  them  he 
put  a  new  soul.  He  not  only  painted  character  in  music  but 
made  it  a  means  of  communicating  his  own  feelings. 

You  have  heard  people  play  who  made  you  feel  this  differ- 
ence in  music.  The  composition  might  be  the  same,  and  cor- 
rectly played  by  different  people,  but  some  will  succeed  in  put- 
ting into  it  feeling  which  others  can  not. 

Beethoven's  education  was  a  very  meagre  one,  and  his 
writing  an  undecipherable  scrawl.  His  letters  had  sometimes 
to  be  returned  to  him  by  the  postmaster,  in  order  to  find  out 
where  they  were  to  be  sent. 

He  was  a  rugged  faced  man,  untrained  in  his  manners,  and 
totally  absorbed  in  his  work.  He  was  what  we  sometimes  term 
a  rough  unpolished  diamond.  But  Viennese  people  courted 
and  made  much  of  him,  for  they  liked  to  be  counted  among  his 
friends  and  to  have  him  dedicate  his  music  to  them,  and  to 
enjoy  it  in  their  own  homes. 

He  is  a  favorite  with  Americans  also,  and  very  few  of  our 
concerts  are  complete  without  one  of  his  symphonies,  overtures 
or  sonatas. 

Beethoven  died  in  Vienna  in  1827,  at  the  age  of  fifty-seven. 
Over  twenty-five  thousand  persons  followed  him  to  his  last 
resting  place — kings,  poets,  artists  and  statesmen — all  anxious 
to  show  him  honor. 

If  we  go  to  his  grave  near  Vienna  we  will  find  it  marked 
with  a  simple  stone,  with  only  a  name  upon  it — Beethoven. 
When  this  monument  has  fallen  to  decay,  Beethoven  will  still 
be  remembered  for  his  sweet  music. 


420  THE   PLAN    BOOK. 

A  MUSIC  DAY— DECEMBER  17. 

Tell  the  story  of  Beethoven's  life,  and  also  the  story  of 
St.  Cecilia,  Patroness  of  Music,  during  the  periods  devoted  to 
the  morning  talk,  language  or  literature. 

At  conclusion  of  stories  hang  copies  of  Beethoven's  portrait 
and  St.  Cecilia,  simpl}^  framed,  upon  the  wall  to  remain  dur- 
ing December,  or  mount  these  pictures  and  place  them  in  the 
month's  picture  gallery. 

Drawing. 

Study  of  the  picture  "  St.  Cecilia."  This  picture  without 
the  story  and  explanation  means  little  to  man}^  pupils.  Com- 
pare Raphael's  conception  of  this  Saint  and  Patroness  of  Music 
with  others.  In  what  way  do  they  differ?  Which  picture  or 
conception  do  pupils  like  best?  Why?  How  many  have  seen 
these  pictures  man}'  times  before  without  knowing  that  it  was 
of  especial  interest  to  musicians  and  people  who  love  and  study 
music. 

Draw  musical  instruments,  loaned  by  pupils,  as  mandolins 
harps,  guitar,  violin  or  the  school  organ  or  piano. 

Illustrate  the  story  of  the  "  ]\Ioonlight  Sonata." 

Spelling. 

Make  a  list  of  musical  instruments,  spell,  define  and  picture 
them.  Spell  and  define  the  following  terms  used  in  music 
The  pupils  see  and  hear  these  constantly  and  should  be  made 
familiar  with  their  meaning  and  use.  Opera,  orchestra,  over- 
ture, cantata,  sonata,  symphony,  chants,  masses,  minor,  dedi- 
cated, etc. 

Geography. 

Take  a  trip  to  the  birthplace  of  Beethoven — Bonn.  De. 
scribe  the  journe3\  Find  his  burial  place.  Find  the  country 
and  city  where  St.  Cecilia  lived.  The  city  where  her  portrait- 
hangs  in  a  chapel  dedicated  to  her. 


the  plan  book.  421 

Reading  Lesson. 

"The  Moonlight  Sonata."  Read  from  Appleton's  Fifth 
Reader,  the  story  of  the  Moonlight  Sonata.  It  may  also  be 
found  in  Baldwin's  Sixth  Year  Reader,  published  by  the 
American  Book  Company.  A  brief  extract  from  the  story  is 
given  for  the  teacher  to  tell  the  pupils,  in  case  these  readers 
cannot  be  secured  for  a  reading  lesson. 

The  Moonlight  Sonata. 

The  Moonlight  Sonata  is  said  to  have  been  composed  be- 
fore Beethoven  became  deaf,  under  the  following  circumstan- 
ces. 

One  evening  as  Beethoven  and  a  friend  were  hurrying 
through  the  streets  of  Bonn,  they  heard  the  familiar  notes  of 
the  "Sonata  in  F."  Something  in  the  musician's  touch  at- 
tracted the  attention  of  Beethoven  and  he  stopped  to  listen. 
Suddenly  the  music  ceased,  and  the  despairing  words  of  the 
player  came  to  them  through  the  open  window.  "O,  if  I 
could  but  hear  some  really  good  musician  play  this  wonderful 
piece!"  and  the  words  ended  in  a  sob. 

"Let  us  go  in*'  said  Beethoven.  They  entered  and  found 
the  player  a  young  girl,  poor  and  blind.  Beethoven  sat  down 
at  the  poor  old  harpsichord  and  played  as  he  had  never  played 
before;  he  seemed  inspired.  His  listeners  were  spellbound. 
"Tell  us,"  they  begged,  "who  are  you?"  For  answer  he 
played  the  opening  bars  of  the  "Sonata  in  F."  "It  is  Bee- 
thoven," they  exclaimed  in  awe  and  admiration. 

Suddenly  the  candle  flickered  and  went  out.  Beethoven 
ceased  playing  and  bowed  his  head  upon  his  hand.  His  friend 
threw  open  the  shutters;  a  flood  of  beautiful  moonlight  entered 
the  room.  Its  transfiguring  light  touched  the  poor  old  instru- 
ment and  rested  on  the  noble  figure  bowed  before  it.  The 
profound  silence  was  at  last  broken  by  the  musician,  who  said, 
"Listen,  I  will  improvise  a  sonata  to  the  moonlight."  Then 
was  created  this  wonderful  Sonata,  beginning  in  a  sad,  tender 


422  THE    PLAN    BOOK. 

movement,  the  enbodiment  in  sound  of  the  gentle  moonlight 
transfiguring  and  glorifj'ing  the  dark  earth. 

Suddenly  the  music  ceased,  and  with  a  brief  word  of  fare- 
well, Beethoven  hurried  home  to  put  on  paper  this  composi- 
tion, which  delights  and  entrances  all  who  hear  it. 

Music. 

As  a  special  treat  invite  one  of  your  musical  friends  to 
play  for  the  pupils,  the  "Moonlight  Sonata"  and  the  "Sonata 
in  F."  Ask  one  or  more  of  your  pupils  who  are  taking  piano 
lessons  to  play  selections  from  Beethoven.  Teach  one  or 
more  of  his  songs,  as  "The  ]\Iill"  in  January  '99  School  Edu- 
cation or  "The  Creation"  in  Popular  Educator,  September  97. 


ST.  CECILIA,  PATRONESS  OF  MUSIC. 

St.  Cecilia  was  a  noble  Roman  lady  who  was  a  devoted 
christian.  As  she  excelled  in  music,  she  devoted  her  gift  to 
the  church  and  composed  hymns  which  she  sang  herself  with 
such  sweetness  that  even  the  angels  descended  from  heaven  to 
listen. 

She  played  on  all  instruments,  but  none  of  these  was  able 
to  produce  the  music  which  she  desired;  therefore  she  invented 
the  organ. 

The  Prefect  of  Rome  was  a  pagan,  and  when  he  heard  that 
St.  Cecilia  and  her  husband  were  christians,  he  ordered  them 
to  give  up  their  religion  and  worship  the  idols  of  the  pagans. 
This  they  refused  to  do,  and  for  this  refusal  were  condemned 
to  death.  Her  husband  was  put  to  death  first,  but  still  she 
refused  to  yield.  While  suffering  tortures  she  distributed  to 
the  poor  her  j;rcat  riches  and  gave  her  palace  to  be  used  as  a 
church  or  place  of  worship  for  other  christians. 

She  then  died,  singing  with  her  sweet  voice  praises  and 
li}' mns  to  the  verj'  last  breath. 

Since  that  time  many  artists  have  tried  to  picture  this  beau- 
tiful woman  as  a  saint  and   as  a  patroness  of  music.     These 


ST.    CBCILIA, — RAPHAEIv. 

(423) 


r 


THE  PLAN   BOOK. 


425 


pictures  usually  are  accompanied  by  musical  attributes.  Some- 
times she  has  a  scroll  of  music  in  her  hand,  sometimes  an  or- 
gan or  other  musical  instrument  is  placed  near  her.  Some-' 
times  she  is  playing  the  organ  or  viol  and  singing  to  her  own 
accompaniment. 

St.  Cecilia,  as  the  patroness  of  music,  is  a  frequent  and  ap- 
propriate decoration  on  the  doors  of  organs.  The  most  cele- 
brated picture  of  St.  Cecilia  as  patroness  of  music  is  by  Raph- 
ael. It  was  painted  by  him  for  the  altar  piece  of  her  chapel  in 
a  church  near  Bologna. 

There  is  a  story  in  regard  to  this  chapel  which  I  will  tell 
you.  A  noble  lady  of  Bologna  wished  to  build  a  chapel  to  St. 
Cecilia  and  sent  to  Raphael  for  a  picture  of  St.  Cecilia  with 
which  to  adorn  it.  She  had  had  a  dream  or  vision  in  which 
she  had  heard  angels  telling  her  to  do  this.  When  the  picture 
arrived  the  people  of  Bologna  were  much  excited  and  proud 
to  possess  such  a  work  of  art, 

St.  Cecilia  is  represented  as  listening  to  the  music  of  six 
angels.  A  musical  instrument  is  slipping  from  her  hand 
while  she  listens,  entranced  to  this  playing  so  much  more  won- 
derful than  her  own.  Other  instruments  of  music  lie  scattered 
about  at  her  feet. 

On  her  right  are  St.  Paul  leaning  on  his  sword,  and  St. 
John.  On  her  left  are  Mary  Magdalen  with  St.  Augustine. 
(Show  pupils  copy  of  Raphael's  painting  as  well  as  photographs 
and  plastejr  bas  reliefs  of  others.  These  plaster  casts  may  be 
secured  for  from  ten  to  thirty-five  cents  ) 

Can  you  see  more  in  this  picture  and  enjoy  it  better,  now 
that  you  know  its  story?  Kvery  good  picture  tells  or  illus- 
trates a  story,  but  sometimes  the  story  or  meaning  is  not 
clear  to  us  because  of  our  lack  of  reading  and  knowledge. 

When  I  went  to  school  I  used  to  see  many  pictures,  stat- 
ues and  bas  reliefs  without  really  enjoying  them,  because  1 
did  not  know  what  they  were  intended  to  represent,  I  used 
to  look  at  them  over  and  over  again  and  wonder  why  the  artist 
or  sculptor  created  them.     I  had  not  read  the  stories    which 


426  THE   PLAN    HOOK. 

these  works  of  art  were  intended  to  illustrate.  In  fact  no  one 
ever  thought  to  tell  wondering  small  girls  and  boj^s  in  school 
then  about  these  wonderful  myths  and  legends,  which  these 
artists  knew  and  tried  to  picture  for  us,  in  plaster  and  marble, 
with  brush  and  pencil. 

When  I  finally  discovered  that  these  interesting  stories 
could  all  be  found  in  books  in  libraries,  and  that  they  were  for 
children  to  read  as  well  as  for  grown  up  people,  I  was  the  hap- 
piest little  mortal  that  ever  lived. 

And  so  I  am  sure  some  of  you  will  be  when  you  discover 
this,  if  you  have  not  alrcad}^  done  so. 

How  many  of  the  boys  here  have  ever  seen  pictures  of  St. 
George  and  the  Dragon?  Do  you  know  what  the  pictures 
mean?  Why  do  you  suppose  so  many  artists  have  tried  to 
paint  this  picture?  They  first  heard  the  story  and  then  tried 
to  picture  the  brave  deed,  that  the  story  might  seem  more  real 
to  others. 

But  we  should  have  the  story  with  the  picture,  and  not  be 
left  to  puzzle  over  it  for  years  until  one  is  grown  up  and  able 
to  find  out  for  oneself. 

So  tonight  go  to  the  library  or  ask  your  father  to  tell  you 
the  story  of  St.  George  and  the  Dragon,  and  tomorrow  we  will 
study  some  of  the  illustrations  which  Raphael  and  other  art- 
ists have  made  of  this  legend  for  us. 


A  bright  and  blessed  Christinas  day, 
With  echoes  of  the  angels'  5ong, 

And  peace  that  cannot  pass  away, 
And  holy  gladness,  calm  and  strong, 

And  sweetheart  carols,  flowing  free. 
This  is  my  Christmas  wish  to  thea 


Hark  to  the  joyous  chiming  bells! 

Encircling  all  the  earth; 
Each  lo  his  own  the  story  tells 

Of  Christ  the  Savior's  birth. — Old  English  Ballad, 


^^ 


THE   PLAN   BOOK.  427 

PICTURES.        I 

A  Famous  Artist — Raphael.     Famous  Pictures  and 
THEIR  Stories.     Picture  Talks. 

RAPHAEL. 

Most  of  us  know  and  love  that  most  beautiful  and  famous 
of  all  the  madonnas  "The  Sistine"  Madonna,  and  the  "Ma- 
donna of  the  Chair,"  but  how  many  of  us  know  anything  of 
the  artist  who  produced  these  masterpieces? 

He  is  said  to  have  lived  the  most  perfect  life  and  to  have 
been  the  most  generally  praised  and  loved  of  all  the  painters 
in  the  world.  It  is  easy  to  believe  this  when  we  look  at  his 
pictures  and  see  his  thoughts  pictured  on  canvas. 

He  was  born  on  Good  Friday,  1483,  in  a  little  town  called 
Urbino  nestled  among  the  Apennine  mountains.  It  is  in  a 
division  of  beautiful  Italy  called  Umbria,  a  section  noted  for  its 
landscape.  The  house  where  he  was  born  still  stands,  and 
looking  from  its  windows  you  can  see  the  Adriatic  Sea. 

(Show  map  and  let  pupils  find  Italy,  the  Adriatic  Sea,  the 
Apennine  mountains.  What  noted  city  is  near  this  place? 
Florence.) 

The  father  was  an  artist  and  a  poet,  and  the  mother  a 
woman  of  unusual  sweetness  of  disposition  "and  beauty  of 
character.  His  home  was  an  ideal  one,  and  little  Raphael  led 
a  happy  life  for  a  number  of  years. 

The  surroundings  of  his  home  were  ideal  and  it  is  not  to 
be  wondered  at  that  the  beauty  which  he  saw  everywhere 
around  him,  in  the  sea,  in  the  sky,  so  impressed  itself  upon 
the  child. 

He  became  a  worshipper  of  beauty,  and  in  later  years  put 
upon  canvas  these  pictures  so  vividly  impressed  upon  his 
mind  as  a  cliild. 


428  THE   PLAN    BOOK. 

Raphael's  mother  died  while  he  was  a  very  little  child,  and 
for  awhile  he  spent  much  of  his  time  with  his  father  in  his 
studio.  He  served  as  a  model  for  his  father  and  assisted  him 
in  other  ways  by  cleaning  the  brushes,  grinding  colors  and 
sweeping  and  dusting  the  studio. 

When  Raphael  was  twelve  years  old,  his  father  died,  and 
then,  as  Raphael  had  shown  talent  in  painting,  he  was  sent  as  a 
pupil  to  a  painter  by  the  name  of  Perugino.  He  had  a  studio 
in  Perugia,  a  town  not  far  distant  from  Urbino.  He  had  one 
of  the  largest  schools  of  Ital}',  and  was  the  most  noted  of  all 
the  Umbrian  painters. 

When  this  artist  saw  the  work  Raphael  did  he  was  much 
pleased,  and  exclaimed  "Let  him  be  my  pupil;  he  will  soon  be- 
come my  master." 

While  here  Raphael  made  friends  of  both  master  and  fellow 
pupils.  He  was  bright,  generous  and  gentle.  His  attractive  man- 
ners and  winning  modesty  caused  him  to  be  generally  beloved. 

Raphael  remained  nine  years  in  this  studio,  and  while 
here  painted  several  remarkable  pictures,  the  first  being 
painted  when  he  was  seventeen.  When  about  twenty-one  he 
left  the  studio  of  his  master  and  painted  the  "Marriage  of  the 
Virgin."  Next  to  the  Sistine  Madonna  this  is  considered  his 
most  popular  work.  (Show  copy  of  the  picture  and  tell  the 
legend  connected  with  it). 

Raphael  now  returned  home,  where  he  made  many  friends 
among  the  noted  people.  While  here  he  painted  a  number  of 
pictures,  among  which  was  St.  George  Slaying  the  Dragon. 
Who  was  Saint  George?  What  is  a  dragon?  Why  did  artists 
choose  this  subject  for  a  picture  do  you  think?  (^Tell  the 
stor}'  if  pupils  have  uot  heard  it). 

Raphael  had  heard  much  of  the  wonderful  city  of  Florence, 
with  its  n.arble  palaces,  fine  churches,  its  art  and  artists,  and 
there  he  longed  to  go.  At  last  this  wish  was  realized.  A  lady 
who  was  interested  in  the  young  painter  gave  him  a  letter  of 
introduction  to  the  governor  of  Florence,  asking  that  he  be 
allowed  to  see  the  art  treasures  of  the  city. 


RAPHA^I,. 
(429) 


THE   PLAN    BOOK.  431 

While  here  Raphael  was  never  idle.  He  received  many 
orders,  and  when  not  busy  with  these,  copied  famous  pictures 
which  he  admired  and  wished  to  study. 

Most  of  Raphael's  paintings  were  religious  ones,  many  of 
them  being  Madonnas,  for  which  he  is  especially  noted.  He 
loved  this  subject  and  seemed  never  to  tire  of  it,  for  he  painted 
a  hundred  of  these.  Among  these  are  the  Madonna  of  the 
Goldfinch,  the  Madonna  of  the  Meadow,  the  Madonna  of  the 
Garden,  the  Madonna  of  the  Fish,  the  Madonna  Faligno, 
the  Madonna  of  the  Chair  or  Madonna  della  Sedia  and  last 
and  best  of  all,  the  Sistine  Madonna  (show  copies  of  these 
pictures.)  There  are  stories  about  each  of  these  pictures  which 
I  hope  we  may  hear  later  on  in  the  study  of  these  pictures. 

While  Raphael  was  painting  Madonnas  in  Florence  a  great 
honor  came  to  him.  The  Pope  called  him  to  the  capital  of 
Italy  (Rome)  to  decorate  some  ofthe  apartments  of  the  Vatican. 
Do  you  know  what  a  Pope  is?  Explain.  Did  you  ever  hear 
of  the  Vatican?  Explain  and  show  pictures.  The  Vatican  is 
a  wonderful  palace  in  Rome  said  to  contain  eleven  thousand 
rooms,  halls  and  chapels.  It  is  the  chief  residence  of  the  Pope 
and  contains  the  celebrated  Sistine  Chapel.  The  Pope  was 
anxious  to  do  honor  to  the  church  and  so  when  he  heard  of  a 
great  architect,  painter  or  sculptor,  he  tried  to  secure  him  to  do 
work  for  this  most  wonderful  church,  St.  Peters.  (Show 
picture  and  describe  the  church.) 

Raphael  was  given  the  commission  to  decorate  the  buildings 
which  belonged  to  the  church,  in  fresco.  Fresco  is  painting  on 
wet  plaster  so  that  the  colors  dry  in  with  the  mortar.  The  paint- 
ing of  these  walls  kept  Raphael  and  his  pupils  busy  during  the 
remainder  of  his  short  life.  In  this  work  religious  and  historc 
subjects  were  most  often  used,  and  here  his  best  work  was  done. 
Thousands  of  people  go  to  see  these  pictures  every  year. 

Here  are  the  paintings  known  as  Raphael's  Bible,  forty- 
eight  of  these  scenes  are  taken  from  the  Old  Testament  and 
others  from  the  New  Testament.  In  this  work  Raphael  was 
assisted  by  his  pupils,  a  number  of  whom  lived  with  him. 


432  THE   PLAN   BOOK. 

Many  other  pictures  were  painted  for  friends  and  patrons 
during  the  time  when  the  decorations  were  being  carried  on  in 
the  Vatican.  He  made  cartoons  for  the  Sistine  Chapel,  the 
most  beautiful  apartment  in  the  Vaticau.  These  cartoons 
were  drawings  made  to  serve  as  patterns  in  manufacturing 
tapestries.  When  done  the  tapestries  were  made  of  gold,  wool 
and  silk  and  hung  in  the  chapel. 

Raphael  was  now  at  the  age  of  thirty-one  a  wealthy  man. 
He  had  built  for  himself  and  pupils  an  elegant  home  near 
the  \''atican,  and  here  he  lived  the  life  of  a  prince. 

He  had  friends  in  every  class  of  people  from  prince  to 
peasant,  and  was  universally  beloved.  He  was  modest  in 
his  manner,  never  monopolizing  the  time  or  conversation  of 
others.  He  made  the  best  of  things  overlooking  the  petty 
matters  which  some  people  allow  to  spoil  their  dispositions- 
He  worked  hard,  performing  an  amount  of  labor  that  astonished 
the  world  after  his  death.  He  was  appreciative,  tender, 
sympathetic  and  gracious.  Is  it  any  wonder  he  was  so  popu- 
lar? 

1  he  Kings  of  France  and  England  wished  him  to  come  to 
their  courts  and  become  court  painter.  Many  other  honors 
were  heaped  upon  him.  The  Pope  appointed  him  architect  in 
chief  of  St.  Peters,  and  also  gave  him  over-sight  of  the  excava- 
tions of  the  Ancient  city  of  Rome,  that  the  pieces  of  antique 
statuary  which  were  found  might  be  preserved  from  injury. 

Do  you  understand  what  is  meant  by  excavations?  (Ex- 
plain to  pupils.  Show  pictures  of  ruined  temples.  Many  have 
soen  the  Forum  and  will  be  interested  in  knowing  more  about 
it.) 

He  had  also  to  make  drawings  of  the  ancient  cit}',  that  the 
workmen  might  carry  on  the  digging  for  ruined  remains  more 
carefully. 

He  was  very  much  interested  in  this  work  and  spent 
hours  walking  among  the  ruins  of  these  grand  temples  and 
wonderful  pieces  of  statuary. 

The   last   picture  he  painted  was  the    "Transfiguration." 


THE   PLAN   BOOK.  433 

It  was  ordered  for  the  Cathedral  of  Narbonne,  in  France,  and 
on  this  Raphael  was  working  at  the  time  of  his  death. 

He  died  on  his  thirty-seventh  birthday,  April  6th,  1520, 
from  a  fever  contracted  during  his  work  among  the  ruins  of 
Rome. 

All  the  city  was  in  mourning  for  its  best  loved  artist,  and 
great  crowds  followed  his  body  to  its  last  resting  place  in  the 
the  Pantheon  at  Rome.     (Show  picture.) 

Raphael  accomplished  in  his  short  life  a  wonderful  amount 
of  work.  He  left  two  hundred  and  eighty-seven  pictures  and 
five  hundred  and  seventy-six  drawings  and  studies. 

Another  famous  artist  has  said  that  Raphael  owed  more  to 
his  industry  than  to  his  genius.  When  once  asked  by  a  pupil 
how  he  accomplished  so  much,  Raphael  replied,  "From  my 
earliest  childhood  I  have  made  it  a  principle  never  to  neglect 
anything."  It  might  help  us  in  our  work  to  remember  these 
words  spoken  by  the  world's  greatest  painter.  He  had  what 
every  living  person  may  have,  a  spirit  that  did  not  find  fault; 
lips  that  spoke  no  censure  of  anybody,  but  praise  where  praise 
was  possible,  and  such  self  control  that  not  an  enemy  was 
ever  made  by  his  temper  or  lack  of  consideration  for  others. 

READING. 

In  connection  with  the  story  of  Raphael,  pupils  might 
read  lessons  which  relate  to  the  ruins  of  Ancient  Rome,  among 
which  he  worked. 

Destruction  of  Pompeii,  Baldwin's  Fifth  Reader. 

The  Last  Fight  at  the  Coliseum,  Baldwin's  Sixth   Reader. 


I  heard  the  bells  on  Christmas  day 
Their  old  familiar  carols  play, 

And  wild  and  sweet 

The  words  repeat 
Of  peace  on  earth,  good  will  to  men.     — Longfellow, 


434  the  plan  book. 

The  Sistine  Madonna. 

Raphael's  "Sistine  Madonna"  is  always  mentioned  among 
the  greatest  pictures  of  the  world  and  some  place  it  at  the 
head  of  the  list.  The  Mother  with  the  beautiful  Christ  Child 
in  her  arms  stands  upon  the  clouds.  On  one  side  is  Saint 
Barbara;  on  the  other,  Saint  Sixtus.  At  her  feet  are  two  liitl  j 
cherubs  with  uplifted  eyes.  The  legends  regarding  thcs2 
lovely  cherubs  will  probably  interest  my  young  readers  more 
than  those  relating  to  Saint  Sixtus  or  Saint  Barbara.  The 
legends  disagree;  each  can  choose  for  himself  which  to  accept 
as  the  origin  of  the  beautiful  little  faces. 

According  to  one  legend,  when  the  great  artist  was  paint- 
ing this  picture  two  pretty  boys  watched  him  as  he  worked,  in 
the  attitudes  of  the  cherubs,  and  so  the  thought  came  to  him 
to  place  them  at  the  feet  of  the  Madonna  and  Christ  Child. 

Another  legend  tells  us  that  when  Raphael  was  lying  in 
bed  one  night  with  his  thoughts  dwelling  on  his  work,  he  fell 
asleep,  and  in  a  dream  seemed  to  see  these  cherubs  leaning  on 
the  footboard  before  him.  When  he  awoke,  this  lovely  dream 
haunted  him,  and  at  last  became  a  part  of  his  great  painting. 

Another  legend  shows  us  the  picture  finished  without  the 
cherubs,  and  hung  up  for  exhibition  with  a  railing  before  it  to 
protect  it  from  injury.  It  tells  us  that  two  pretty  boys  got 
behind  this  railing  and  leaned  upon  it;  that  Raphael  came  in, 
and  seeing  them,  afterward  added  them  to  his  picture,  as  ador- 
ing cherubs.  But  this  painting  was  designed  by  the  artist  for 
a  standard  or  banner  to  be  carried  in  procession  and  was  used 
by  the  monks  as  an  altar-piece;  so  its  history  does  not  harmon- 
ize very  well  with  that  legend. 

The  story  I  like  best  to  associate  with  the  cherub  is  this: 
that  when  R.aphael  was  traveling  over  the  country,  longing 
for  some  models  to  represent  the  beautiful  thoughts  he  had  in 
his  mind,  he  saw  a  lovely  mother  with  sweet  twin  boys  look- 
ing up  into  her  face  with  the  rapt  expression  of  the  cherubs, 
while  she  told  them  the  story  of  the  Christ  Child. 


MADONNA   DI  SAN  SISTO.— RAPHABl.. 


(435) 


^ 


;7 


THE   PLAN    BOOK.  4.^/ 

The  artist  won  the  love  and  confidence  of  these  boys,  in- 
vited them  to  his  studio,  and  they  gladly  became  models  for 
his  famous  picture. 

Several  reasons  are  given  for  the  name  of  the  painting, — 
"Sistine  Madonna."  Some  say  it  comes  from  the  six  figures. 
Others  say  it  is  so  called  because  it  was  painted  for  the  con- 
vent of  Saint  Sixtus  at  Piaceuza.  Some  think  the  name  re- 
fers to  one  of  the  figures,  Saint  Sixtus. 

This  painting  is  now  one  of  the  treasures  of  the  Art  Gal- 
lery at  Dresden,  having  been  bought  by  Augustus  III.,  Elec- 
tor of  Saxony,  of  the  monks  of  Piacenza  for  nearly  thirty 
thousand  dollars.  Its  value  has  recently  been  estimated  at 
over  seven  hundred  thousand  dollars. 

The  little  tower  behind  Saint  Barbara  refers  to  her  impris- 
onment, the  punishmeut  she  received  for  her  steadfastness  to 
the  Christian  Religion.     Do  you  know  St.  Barbara's  story? 

The  halo  about  the  Madonna  and  the  little  Child  come 
from  many  angel  faces.  The  curtains  drawn  aside  suggest  a 
vision. 

An  admirer  of  this  painting  de:lares  with  enthusiasm  that 
one  might  study  it  every  day  for  a  year,  and  on  the  last  day 
of  the  year  find  in  it  a  new  beauty  and  a  new  joy.  —  From 
Every  Other  Sunday^  by  Evelyn  Foster  in  her  ''''Famous  Ma- 
donnas^ 

This  paint'ng  has  a  room  to  itself  in  the  Dresden  Gallery. 
(Where  is  Dresden?)  When  people  come  into  this  room  they 
speak  in  whispers,  and  sit  for  hours  in  silent  adoration  of  this 
wonderful  creation.  Many  a  poor  and  lonely  woman,  bent  with 
years,  has  been  seen  to  weep  before  it. 

This  was  the  last  picture  painted  wholly  by  Raphael's  hand^ 
for  the  "Transfiguration,"  which  was  the  last  picture  that  he 
worked  upon,  was  finished  by  his  pupils. 

Note.  The  legends  of  Saint  Barbara  as  Patron  Saint  and  Potroness 
of  Fire-arms,  may  be  found  in  Sacred  and  Legendary  Art  by  Mrs.  Jameson. 
Here  also  may  be  found  the  L,egends  of  St.  George  and  the  Dragon,  St, 
Christopher.  St.  Jerome. 


i38  THE   PLAN    BOOK. 

The  Madonna  Della  Sedia. 

THE  MADONNA  OF  THE  CHAIR. 

This  picture  has  been  copied  oftener  than  any  other  pict- 
ure in  the  world,  or  at  least  so  say  the  artists,  and  to  it  is 
attached  a  story. 

In  Italy,  many  years  ago,  there  lived  a  Hermit  who  was 
greatly  beloved  by  the  people  around  him  for  his  good  deeds. 

The  Hermit  had  two  friends  of  whom  he  was  very  fond, 
one  that  could  talk  and  one  that  was  mute.  One  was  a  vine 
dresser's  daughter  who  lived  near  by.  The  other  was  a  giant 
oak  that  sheltered  him  from  the  sun  of  summer  and  the  cold 
of  winter. 

Once  when  a  great  storm  arose  he  found  that  his  hut  was 
unsafe  and  he  climbed  up  into  the  tree,  where  his  life  was 
saved. 

At  another  time  he  was  ready  to  die  of  hunger,  when 
Mary,  the  daughter  of  the  vine  dresser,  came  and  ministered 
unto  him,  and  brought  him  back  to  health  in  her  own  home. 

The  hermit  was  very  grateful  for  these  kindnesses  and 
prayed  that  his  two  friends  might  be  rewarded  together,  and 
it  came  about  later  on  in  this  way. 

After  the  Hermit  died  the  oak  was  cut  down  and  made 
into  wine  casks.  Mary  married  in  time  and  became  the 
mother  of  two  beautiful  children. 

One  day  as  she  sat  outside  her  home  with  her  children 
Raphael  came  by.  He  was  siezed  with  a  desire  to  picture 
this  lovely  group  but  he  had  no  paint,  brush  or  canvas.  He 
found  the  clean  cover  of  an  oaken  wine  cask  near  by  and  with 
his  pencil  drew  upon  it  a  picture  of  the  mother  and  her  child- 
ren. 

He  painted  the  picture  in  colors  when  he  reached  home, 
and  this  picture  became  the  "Madonna  of  the  Chair,"  (Sedia, 
chair.) 

So  the  Hermit's  prayer  was  answered.  The  two  friends, 
the  woman  and  the  oak,  were  glorified  together. 


MADONNA   OF    THH   CHAIR.— RAPHA^I,. 


(439) 


THE   PLAN    BOOK.  441 

In  the  picture  Mary  is  painted  as  the  Virgin.  She  has  an 
uncommonly  sweet  face,  seated  in  a  chair,  her  arms  encirrle 
the  infant  Savior,  his  baby  head  resting  against  her  own. 


Reference  is  made  to  several  pictures  not  shown  in  the  Plan  Book  — 
The  publisher  carries  the  PERRY  PICTURES,  also  the  Fine  Art  Series, 
most  of  them  will  be  found  in  the  former  at  1  cent  each — also  THE 
TABER-PRANG  Platino  Madonnas,  15x  18  inches,  are  works  of  art. 
Price,  $1.25  each.  

PICTURES  FOR  DECEMBER. 

Pictures  which  have  an  unlimited  power  for  good  and  are 
of  unending  charm  to  children  of  all  ages  are  those  of  Christ 
and  of  the  Madonna,  The  picture  of  the  Infant  Christ  in  the 
manger,  of  the  adoration  of  the  Wise  Men,  of  the  shepherds,  of 
the  Boy  in  the  temple  and  in  the  carpenter  shop,  and  of  the 
Man  Christ  blessing  little  children  are  beautiful  and  inspir- 
ing. There  are  so  many  beautiful  and  exquisite  Madonnas 
that  it  is  difficult  to  suggest  any  one  more  than  another  which 
would  attract  the  eyes  of  childhood. 

Raphael's  Sistine  Madonna,  with  its  background  of  angel 
children's  faces  and  with  the  famous  adoring  cherubs  below, 
should,  however,  have  a  place  in  every  primary  school-room 
and  in  every  child's  own  particular  little  room  for  his  very 
own. — Sel. 

Picture  Lessons. — Devote  the  period  for  one  morning  talk 
a  week,  to  looking  at  and  talking  about  some  good  picture. 
Let  the  children  learn  to  read  the  pictures,  and  love  them 
because  they  are  pictures  of  meaning.  Find  out  which  Ma- 
donna they  like  best,  and  why.  Use  as  many  pictures  as  pos- 
sible in  connection  with  the  story  of  the  Christ  Child.  Secure 
a  good  picture  of  the  "Shepherd  and  the  Sheep,"  "The  Three 
Wise  Men  Seeking  the  Child,"  etc. 

In  the  study  of  history  and  geography  we  have  an  excellent 
opportunity  this  month  to  cultivate  the  tastes  of  pupils 
through  the  use  of  pictures. 


442  THE   PLAN   BOOK. 

Show  pictures  of  buildings  whicli  are  works  of  art,  as  tliat 
superb  buildings,  the  Boston  Library,  the  temples  of  Egypt, 
Greece,  Rome;  also  the  great  masterpieces  of  ancient  and 
modem  sculpture  and  painting. 

In  regard  to  the  use  of  pictures  in  the  school  and  home, 
President  Eliot,  of  Harvard,  says,  "There  ought  to  be  a  lantern 
with  thousands  of  slides  in  every  school,  summer  and  winter, 
and  they  should  be  used  abundantl}'.  There  should  be 
pleasure  to  the  eye,  as  well  as  pleasure  in  the  reading. 

Oliver  Wendell  Holmes  says,  "What  is  seen  cannot  be  un- 
seen, but  what  is  heard  is  often  unheard." 

Children  learn  more  quickly  by  the  eye  than  by  the 
abstract  reading  of  the  words.  A  picture  of  a  thing  makes 
the  object  doubly  real,  besides  incurring  a  correct  conception. 

"We're  made  so  that  we  love 
First,  when  we  see  them  painted,  things  we  have  passed 
Perhaps  a  hundred  time,  nor  cared  to  see; 
And  so  they  are  better  painted — better  to  us, 
Which  is  the  same  thing.     Art  was  given  for  that — 
God  uses  us  to  help  each  other,  so 
Lending  our  minds  out." 

Make  collection  of  pictures  of  the  children  of  other  lands. 
The  Primary  School  has  had  a  number  of  very  good  ones  and 
large  enough  to  be  seen  plainly  across  the  school-room. 
Paper  dolls  showing  costumes  of  sixteen  countries  may  be 
bought  in  sets  of  four,  in  colors,  at  ten  cents  a  card.  The  set 
of  sixteen  will  cost  you  forty  cents  and  after  using  with  your 
Christmas  work  may  be  sent  to  some  little  friend  who  will  en- 
joy cutting  them  out.  Have  pupils  bring  dolls  of  other  na- 
tions as  well. 

Pictures  of  the  children  of  ten  countries  may  be  found  in 
the  teacher's  aid,  "Christmas  in  Other  lands."  A.  Flanagan. 
Price  of  book  25  cents. 

Large  and  excellent  photographs  of  the  ^Madonnas  and 
other  subjects  may  be  bought  for  small  amounts.  Get  a 
set  of  these  and  place  them  about  the  room  where  the  children 


THE   PLAN    BOOK.  443 

may  examine  them.  A  number  of  the  magazines  have  given 
good  prints  of  the  Madonnas,  which  may  be  removed  and 
mounted  on  stiff  card-board.  The  Easter  number  of  Munsey's 
for  1896,  the  McClure  magazine  for  December,  1895,  and  for 
the  year  ]900  have  a  number  of  very  good  pictures  for 
December.  A  list  of  the  Madonnas  and  Christ  Child  pictures 
is  given  to  guide  teachers  who  wish  to  order  by  mail.  The 
more  desirable  have  been  mentioned  first  on  the  list. 

"The  Sistine  Madonna,"  by  Raphael;  "The  Bodenhausen 
Madonna;"  "The  Madonna  of  the  Chair;"  "The  Christmas 
Baby,"  by  Frascht;  Muller's  "Holy  Family;"  "The  Nativity," 
by  Corregio,  Fuerstine  or  Muller;  "Mother  and  Child," 
Murillo;  "Christ  Blessing  Little  Children,"  Plockharst's; 
"The  Boy  Jesus  in  the  Temple,"  by  Hoffmann  or  Hunt;  "The 
Guardian  Angel,"  Murillo;  "St.  Anthony  and  the  Child," 
Murillo. 

In  the  McClure  magazine  for  December,  1899,  and  for  the 
year  1900  will  be  found  a  series  of  beautiful  colored  pictures 
of  the  life  of  Christ.  There  are  to  be  two  hundred  of  these 
presented  in  chronological  order,  and  full  of  the  reality  of  life 
of  Palestine. 

These  pictures  alone  are  worth  more  than  the  price  of  the 
magazine,  and  every  teacher  should  have  them.  Bring  the 
magazine  to  school  and  let  the  pupils  see  the  pictures.  If  they 
like  let  them  contribute  five  cents  apiece,  buy  the  magazines 
containing  these  pictures,  beginning  with  December,  1899. 
The  pictures  may  then  be  cut  from  the  magazines  and  arranged 
in  a  border  around  the  room. 

Give  these  pictures  a  background  or  mats  of  dark  green 
or  red  felt  paper,  or  of  common  golden  brown  manila  paste- 
board. After  the  pictures  have  been  used  in  connection 
with  the  study  of  the  life  of  Christ  during  December,  and  to 
decorate  the  room  during  Christmas  exercises,  they  may  be 
divided  among  the  pupils  to  be  taken  home.  In  this  way 
each  pupil  may  secure  four  or  five  beautiful  pictures. 


444  THE  PLAN   BOOK. 

On  page  448  suggestions  are  given  for  other  uses  to  which 
these  pictures  may  be  put.  Pupils  may  wish  to  passepartout 
them  and  for  this  directions  are  given. 

A  Picture  Language  Lesson. 

Study  and  comparison  of  the  Madonnas. 

Stlect  several  Madonnas,  some  ancient  and  others  modern, 
and  place  them  before  the  pupils.  If  it  is  possible  to  secure 
enough  pictures  place  a  pair  on  every  desk. 

Ask  pupils  to  look  closely  at  each  and  tell  you  which  ones 
they  prefer.  Then  talk  the  pictures  over,  discuss  the  favorable 
an  J  unfavorable  points  of  each.  Tell  something  of  the  artists 
wli )  produced  the  pictures.  Each  pupil  may  then  paste  or  pin 
the  favorite  picture  to  a  sheet  of  paper.  Tell  why  it  is  selected 
and  write  a  story  describing  the  picture,  or  tell  the  story  which 
the  picture  illustrates. 


IDEAS  FOR  GIFTS. 

An  idea  of  one  teacher  whose  birthday  comes  on  Christmas 
day  is  to  present  to  each  of  her  friends  a  picture  or  photo  of  the 
Christ  Child  or  Madonna  and  Child.  She  suits  the  picture  to 
the  condition  of  her  pocket  book  or  to  the  friend.  For  the 
friend  whose  fad  it  is  to  make  collections,  she  presents  a  set  of 
six  of  the  large  photographs  at  fifteen  cents  each.  These  en- 
closed in  a  portfolio  either  bought  or  made  by  her  own  hands 
make  a  present  that  pleases  as  well  as  anything  the  giver  has 
eyer  found.  To  the  friends  to  whom  she  can  only  give  a  small 
remembrance  she  sends  one  handsome  photograph  framed  or 
unframed.  And  what  could  one  get  for  that  sum  for  a  friend's 
desk  or  mantel-piece  that  would  be  so  acceptable  or  mean  so 
much? 

FOR   THE   LITTLE   FOLKS. 

To  the  number  of  little  people  whom  she  is  so  fortunate  as 
to  count  as  her  friends,  she  gives  a  small  print  of  the  Madonna. 
These  may  be  bought  in  sets  of  a  dozen  or  more,  at  a  penny  or 


r 


THE   PLAN   BOOK.  447 

nickel  apiece.  The  penny  ones  she  frames  by  cutting  a  place 
for  in  a  heavy  cream  envelope.  The  edges  are  penciled  with 
gilt  and  a  little  gold  cord  attached  to  hang  it  up  by;  the  result — 
a  dainty  little  picture  for  her  tiny  friend's  bedside. 

Man}'  teachers  are  now  using  the  Madonnas  and  other 
subjects  found  in  the  Perry  collection  for  gifts  to  pupils,  and 
are  teaching  pupils  how  to  frame  these  pictures  in  inexpensive 
ways,  as  gifts  to  parents  and  others. 

Suggest  to  those  pupils  who  wish  to  save  their  pennies  for 
these  pictures  and  framing  material  that  they  begin  to  do  this 
early  in  the  year,  as  it  will  be  necessary  to  order  the  pictures 
weeks  before  they  are  needed.  Many  teachers  who  had 
planned  to  do  this  work  last  year  were  disappointed  in  not 
being  able  to  secure  the  pictures  in  time  to  have  them  framed. 

Now  for  the  framing;  this  may  be  done  during  the  period 
devoted  to  construction  work.  It  would  be  a  good  idea  to  teach 
several  of  the  more  capable  pupils  how  to  do  this  work,  out- 
side class  hours.  These  pupils  will  then  be  able  to  assist  the 
pupils  who  are  not  deft  handed. 

There  are  many  ways  of  framing  these  pictures,  but  the 
most  popular  just  now  is  the  passepartout. 

Passepartout  Framing. 
Materials. 
Felt  paper  or  mat-board  in  dijBferent  shades  of  grays  and 
browns,   card-board,   rings,    passepartout    paper    (glued)    and 
dark  paper  for  lining  the  back,  and  glass. 

Tools. 
Scissors,  glue,  sponge,  brush,  a  knife  and  a  thick  bevel 
edged  ruler. 

Directions. 

If  framing  a  small  print  or  picture,  cut  the  white  margin 
from  the  picture,  leaving  a  margin  one-half  inch  all  around. 
Lay  the  picture  on  the  matting  and  mark  the  opening  to  be 
cut  in  the  matting.  This  may  be  done  with  a  pin  and  the 
dots  connected  with  a  very  light  line. 


448  THE   PLAN    BOOK. 

Place  the  mat  under  the  ruler  and  cut  on  the  lines  with  a 
sharp  knife.  Keep  the  knife  against  the  beveled  edge,  in 
such  a  way  as  to  bevel  the  mat  as  you  cut.  Width  of  the  mat 
may  vary  from  one  and  one-half  to  two  and  a  half  inches. 

Fasten  the  mat  to  the  picture  with  glue. 

Cut  your  card-board  the  same  size  as  your  mat.  On  one 
side  of  the  cardboard  paste  the  dark  paper  and  insert  two 
rings  one  and  one-half  inches  from  the  upper  edge  and  one- 
half  inch  from  the  sides. 

Lay  the  mat  and  the  cardboard  together,  and  over  the  mat 
place  the  glass.  The  passepartout  paper  must  now  be  used  to 
bind  these  together. 

If  the  Perry  pictures  are  used  or  other  pictures  four  by 
five  inches,  cut  two  strips  of  passepartout  paper  one  inch 
longer  than  the  short  edges  of  the  picture,  and  two  pieces 
exactly  the  length  of  the  other  two  edges.  These  strips  should 
be  one  inch  wide,  or  wider. 

Moisten  the  strips,  or  apply  paste  or  glue  and  fold  them 
carefully  over  the  edges  of  the  glass  covered  mat  and  picture. 
It  should  overlap  one-eighth  or  one-fourth  of  an  inch  on  the 
glass.  Begin  and  fiui.^h  within  one-half  inch  on  its  adjoining 
long  edges. 

Fasten  the  margin  first  on  the  glass  front  side,  and  then 
place  the  picture  face  downward  on  a  larger  paper  and  with 
this  fold  the  n^argin  back.  Press  the  mat  and  back  firmly 
together  and  then  fasten  the  passepartout  strips. 


BEAUTIFUL  PICTURE  GIFTS. 
The  McClure  pictures,  illustrating  the  life  of  Christ,  may 
be  arranged  with  mats  of  white,  dark  green  or  red  felt  paper 
and  given  as  gifts.  They  may  also  be  made  into  booklets, 
each  book  containing  a  half  dozen  or  a  dozen  pictures  accom- 
panied by  a  written  description  of  the  picture  or  the  pupil's 
story  of  the  life  of  Christ. 


CHRIvST  CHILD,  BOUGUEREAU. 


(449) 


r 


HEAD  OF  CHRIST  AT  TWKLVE. — HOFFMAN. 


(45. 


THE   PLAN   BOOK.  45.: 


DECEMBER  BIRTHDAYS. 


Albert  Barnes,  Dec.  1,  1798. 
Geo.  B.  McClellan,  Dec.  3,  1826. 
Thos.  Carlyle,  Dec.  4,  1795. 
John  Kitto,  Dec.  4,  1804. 
Martin  Van  Buren,  Dec.  5,  1782. 
Caroline  B.  Southey,  Dec.  6,  1786. 
Allan  Cunningham,  Dec.  7,  1784. 
Eli  Whitney,  Dec.  8,  1765. 
Joel  Chandler  Harris,  Dec.  8,  1848. 
Elihu  Burritt,  Dec.  8,  1811. 
John  Milton,  Dec.  9,  1608. 
Gustavus  Adolphus,  Dec.  9,  1594. 
Edw.  Eggleston,  Dec.  10,  1837. 
Ihos.  Holcroft,  Dec.  10,  1745. 
David  Brewster,  Dec.  11,  1781. 
John  Jay,  Dec.  12,  1745. 
Wm.  Lloyd  Garrison,  Dec.  12, 1804. 
Phillips  Brooks,  Dec.  12,  1835. 
A.  P.  Stanley,  Dec.  13,  1815. 
Henry  IV  of  France,  Dec.  13,  1553. 
James  Bruce,  Dec.  14,  1730. 
Noah  Porter,  Dec.  14,  1811. 
Izaak  Walton,  Dec.  15,  1683. 
Mary  May,  Dec.  15,  1788. 
Geo.  Whitefield,  Dec.  16,  1714. 
Jane  Austen,  Dec.  16,  1775. 
Ludwig  Beethoven,  Dec.  17,  1770. 
J.  G.  Whittier,  Dec.  17,  1807. 
Alexander  Agassiz,  Dec.  17,  1835. 
Alfred  B.  Street,  Dec.  18,  1811. 
Charles  Wesley,  Dec.  18,  1708. 
Geo.  D.  Prentice,  Dec.  18,  1802. 
Ed.  M.  Stanton,  Dec.  19,  1814. 
John  W.  Crocker,  Dec.  20,  1780. 


45  ^  THE   PLAN    BOOK. 

Benj.  Disraeli,  Dec.  21,  1804. 

Jean  Racine,  Dec.  21,  1639. 

Laura  Bridgman,  Dec.  22,  1829. 

Robert  Barclay,  Dec.  23,  1648. 

Kit  Carson,  (C.  Carson),  Dec.  24,  1809. 

Mathew  Arnold,  Dec.  24,  1822. 

Jesus  Christ,  Dec.  25, . 

Sir  Isaac  Newton,  Dec.  25,  1642. 
Thos.  Gray,  Dec.  26,  1716. 
Oliver  Johnson,  Dec.  27,  1809. 
Cath.  Sedgwick,  Dec.  28,  1789. 
Andrew  Johnson,  Dec.  29,  1808. 
Wm.  E.  Gladstone,  Dec.  29,  1809. 
Rudyard  Kipling,  Dec.  30,  1865. 
Geo.  G.  Meade,  Dec.  30,  1815. 
Chas.  Cornwallis,  Dec.  31,  1738. 
Jas.  T.  Fields,  Dec.  31,  1817. 

Special  Days. 

Illinois  Day,  Dec.  3,  1818. 
Whittier's  Birthday,  Dec.  17. 
Forefather's  Da}^,  Dec.  22. 
Christmas  Day,  Dec.  25. 


WHAT  AND  HOW. 
By  Laura  Hooker. 
What  is  the  thought  of  Christmas? 

Giving. 
What  is  the  hea'rt  of  Christmas? 

Love. 
What  is  the  hope  of  Christmas  ? 

Living. 
What  is  the  joy  of  Christmas? 

Love. 
No  silver  or  gold  is  needed  for  giving, 

If  the  heart  is  filled  with  Christmas  love, 
For  the  hope  of  the  world  is  kindly  living. 

Learned  from  the  joy  of  God  above.     — Housekeeper. 


THE  PLAN   BOOK.  455 


The    Story  Hour. 


Stories  of  famous  men,  whose  birthdays  come  in  December. 

The  Musician,  Beethoven. 

The  Artist,  Raphael. 

The  Minister,  Phillips  Brooks. 

The  Poet,  Whittier. 

The  Inventor,  Eli  Whitney. 

Authors,  Edward  Eggleston,  Joel  Chandler  Harris,  Rud- 
yard  Kipling  and  others. 

A  book  which  teachers  will  find  especially  helpful  in  the 
teaching  of  literature,  is  Miss  Ella  Ware's  ''Talks  About  Au- 
thors." It  may  be  secured  of  the  publisher  of  the  Plan  Books 
for  the  very  small  sum  of  twenty-five  cents,  and  is  worth  many 
times  this  to  every  teacher. 

JOEL  CHANDLER  HARRIS. 

DECEMBER   8TH,    1848. 

In  the  southern  part  of  our  country  there  lives  a  man,  who 
has  been  writing  stories  for  children  many,  many  years.  His 
name  is  Harris — ^Joel  Chandler  Harris.  He  is  the  man  who 
writes  "Br'er  Rabbit"  and  "Uncle  Remus"  stories. 

This  is  how  it  came  about.  When  he  was  a  boy  about 
_i  --ar'^  of  age,  he  made  up  his  mind  that  he  would  like 

to  be  a  printer  and  work  for  an  editor.  He  secured  employ- 
ment with  an  editor,  Mr.  Turner  by  name,  who  lived  on  a 
large  plantation. 

Joel  went  to  live  with  Mr,  Turner  and  soon  became  a 
favorite  with  those  around  him  because  of  his  kind  heart  and 
faithfulness  to  his  work. 


456  THE   PLAN   BOOK. 

On  this  plantation  there  were  many  slaves,  and  Joel  spent 
all  his  spare  time,  after  office  hours,  listening  to  the  wonder- 
ful tales  they  would  tell. 

He  had  a  warm  heart,  and  when  he  heard  of  the  cruel 
treatment  received  by  the  slaves  on  the  other  plantations,  of 
their  wanderings  and  hunger  in  the  forests  while  hiding  from 
slave-hunters,  he  was  very  deeply  impressed. 

He  remembered  these  stories  for  many  years,  and  when  he 
grew  to  manhood  he  told  us  the  story  of  one  of  these  run- 
awa3^s  called  ''Aaron  in  the  Wilderness.''  The  story  of  his 
own  boyhood  Mr.  Harris  Las  tc'd  us  in  his  book  "On  the 
Plantation." 

In  the  south  one  hears  a  great  deal  about  rabbits,  and  the 
negroes  are  very  superstitious  about  them.  One  old  negro, 
called  Uncle  Remus,  told  many  wonderful  stories  of  the  rab- 
bit's power  over  other  animals.  These  stories  took  such  a 
deep  hold  on  the  boy's  imagination  that  he  never  forgot  them. 

When  he  grew  older,  he  wondered  whether  other  children 
would  not  like  to  hear  about  these  animals  that  talked  to  each 
other  and  acted  like  people,  and  so  he  wrote  of  these  "Nights 
with  Uncle  Remus." 

After  Sherman's  marjh  through  Georgia,  life  at  the  planta- 
tion was  changed.  The  slaves  were  set  free,  and  Joel  had  also 
to  leave  and  try  to  find  work  elsewhere.  He  got  work  in  an- 
other newspaper  office. 

After  a  time  he  began  to  write  some  of  the  plantation  stor- 
ies he  had  heard,  and  publish  them  in  newspapers.  The  peo- 
ple liked  them  and  asked  for  more.  So  Mr.  Harris  is  still 
writing  these  stories,  in  his  beautiful  Georgia  home. 

He  also  writes  stories  for  papers  and    magazines,  and  if 
you  have  an  opportunity  to  see  and  read  the   Atlanta  Consti- 
tution you  will  be  very  sure  to  find  something  from  his  pen. 

Among  the  books  which  you  would  enjoy  are,  "Uncle 
Remus  and  His  Friends,"  "Little  Mr.  Thimblcfinger  and  His 
Queer  Country,"  "Mr.  Rabbit  at  Home,"  "Dady  Jake  the 
Runaway,"  "Free  Joe,"  and  "At  League  Poteets." 


THE   PLAN   BOOK.  457 

EDWARD  EGGLESTON. 

DEC.  10th,  1837, 

How  many  of  us  have  read  or  know  anything  about  the 
man  who  wrote  "Stories  of  American  Life  and  Adventure''  and 
"Stories  of  Great  Americans  for  Little  Americans"? 

How  many  have  read  these  books?  Then  let  me  tell  you 
that  there  is  a  treat  in  store  for  you.  I  have  these  books  here 
which  I  shall  lend  to  you,  and  they  may  also  be  found  in  the 
public  library,  with  others  quite  as  interesting. 

All  our  reading  lessons  and  our  stories  to-day  shall  be  from 
his  books,  because  this  is  his  birthday.  Tell  me  what  you  can 
of  him  and  then  I  will  add  what  I  know. 

The  vStory. 

Bdward  Eggleston's  parents  were  pioneers  of  the  west  and 
his  boyhood  was  full  of  hard  work.  Do  you  know  what  the 
work  of  a  pioneer  is?  He  must  make  clearings  in  the  forest, 
cut  timber  with  which  to  build  his  log  cabin,  hunt,  fish,  and  do 
a  great  deal  of  hard  outdoor  work. 

Bdward  was  not  a  strong  boy,  but  he  was  ambitious  and  his 
strong  will  helped  him  to  accomplish  great  things. 

There  were  few  schools  in  those  days,  before  the  country 
was  thickly  settled,  and  it  was  hard  to  get  a  good  education. 
There  were  no  training  schools,  no  colleges  or  normal  schools 
to  fit  teachers  for  their  work,  and  so  many  of  them  were 
extremely  ignorant. 

Teachers  in  those  days  received  very  small  salaries  and 
boarded  around  in  the  homes  of  their  pupils,  staying  a  few 
days  in  each  place.  The  terms  were  not  long,  for  the  boys  and 
girls  had  to  help  out  of  doors  until  cold  weather  in  the  fall,  and 
as  soon  as  warm  weather  came  in  the  spring. 

Edward's  parents  were  well  educated  people  and  assisted 
him  somewhat  in  his  studies,  but  the  father  died  when  Edward 
was  young  and  he  was  obliged  to  go  to  work  on  the  farm. 

He  spent  just  two  years  in  school  but  he  read  so  much  that 
he  educated  himself  in  this  way.     He  longed  to  go  to  a  college 


458  THE    PLAN    BOOK. 

in  another  part  of  the  connt}',  but  he  was  so  weak  that  he 
could  not  stand  the  indoor  work  and  gave  up  this  idea. 

When  he  became  a  young  man  he  determined  to  be  a 
minister,  since  ministers  were  much  needed  in  this  country.  In 
those  da3'S  people  lived  so  far  from  each  other  they  could  not 
afford  to  build  churches  and  a  minister  would  have  a  circuit  of 
many  miles  as  his  district.  Sometimes  he  would  preach  at  the 
homes  of  the  people  or  the  school  houses. 

When  Edward  began  to  preach  he  had  many  places  to 
visit  and  preach,  and  spent  much  of  his  time  on  horseback. 
As  he  rode  he  read  and  studied.  He  studied  the  people,  and 
observed  very  carefully  the  appearance  of  the  country  over 
which  he  rode,  and  later  in  his  life,  he  wrote  about  these  ex- 
periences in  a  book  he  called  ''The  Circuit  Rider." 

This  life  was  too  trying  and  his  health  soon  broke  down, 
and  he  was  obliged  to  give  this  work  up.  Then  he  found  a 
place  to  preach  where  he  had  but  one  congregation,  and  here 
he  soon  made  a  name  for  himself. 

He  wrote  stories  also  for  the  religious  papers,  and  described 
the  life  he  had  lived  in  the  west.  He  told  about  the  "husking 
bees,"  and  the  "quilting  bees,"  and  the  singing  schools,  and 
he  made  these  tales  so  interesting  that  every  one  wanted  to 
read  them. 

After  a  time  he  devoted  all  his  time  to  writing,  and  to-day 
he  is  still  at  this  work.  One  of  his  popular  books  is  called, 
"The  Hoosier  School  Master,"  but  the  books  which  you  would 
most  enjoy  are  those  called  "The  School  Master's  Series"  and 
"Queer  Stories  for  Bo3's  and  Girls."  He  has  written  many 
histories  also,  which  boys  and  girls  like,  because  they  are 
written  like  story  books. 

He  is  writing  a  book  now  called,  "Life  in  the  Thirteen 
Colonies,"  which  you  will  have  an  opportunity  to  read  some 
day. 

All  his  life  this  man  has  been  fighting  sickness,  but  he 
never  gives  up.  He  sticks  to  his  task  like  a  soldier,  and  his 
will  helps  him  when  his  strength  fails. 


THE   PLAN   BOOK.  459 

PHILLIPS   BROOKS. 

Read  from  the  sermons  of  Phillips  Brooks,  a  short  inter- 
esting selection  during  the  morning  exercises.  Place  the 
picture  of  this  wonderful  minister  before  the  pupils,  and  tell^ 
them  something  of  his  beautiful,  helpful  life. 

Ask  one  of  the  pupils,  who  has  come  prepared  to  recite, 
and  another  to  sing  his  "O  Little  Town  of  Bethlehem,"  and 
teach  it  to  the  other  pupils.  Memorize  also  ''Christmas 
Every  Where,"  and  any  other  suitable  selection  from  his 
poems. 

Place  a  picture  of  the  Town  of  Bethlehem  before  pupils 
and  take  this  time  to  teach  them  something  of  the  history  and 
geography  of  the  place. 


GLADSTONE  AND  KIPLING. 

December  is  so  rich  in  material,  it  is  difficult  to  decide 
what  to  choose  and  what  to  leave  out. 

The  birthdays  of  these  famous  men  will  find  most  of  us 
out  of  school  enjoying  the  holidays,  and  it  will  not  be  possible 
to  celebrate  the  birthdays  in  any  manner  at  school. 

But  much  of  the  time  during  the  holidays  will  be  spent  in 
reading  story  books,  and  it  might  be  a  good  plan  to  ask  to  see 
whe  library  cards  of  the  pupils  before  the  holidays,  and  look 
over  their  reading  list. 

Tell  them  that  December  29th  is  the  birthday  of  one  of 
England's  greatest  men,  and  ask  pupils  to  make  a  note  of  it 
and  on  that  day  find  out  as  much  as  possible  about  Gladstone. 
Ask  pupils  to  find  out  why  he  is  called  a  great  man,  and  re- 
port to  you  after  the  holidays. 

Suggest  that  December  the  30th  be  given  to  finding  out  as 
much  as  possible  about  Kipling,  who  wrote  the  famous  Jungle 
Books.  Give  them  the  names  of  Kipling's  books  and  chil- 
dren's stories,  which  they  are  to  ask  for  at  the  public  library 


460  THE   PLAN    BOOK. 

that  day,  and  suggest  that  they  come  together  that  afternoon 
and  read  aloud  to  each  other,  or  pass  these  along  to  school 
mates  when  finished,  that  all  may  have  a  chance  to  read  one 
book  or  story  before  school  begius  again. 

The  following  list  of  books,  stories  and  other  matter  per- 
taining to  Christmas  is  given  for  the  use  of  teacher  and  pupil 
in  preparing  for  Christmas. 


READING  LIST  FOR  CHRISTMAS. 

Observance,  Pla3^s,  Gifts. 

Children's  Christmas  Club.  St.  Nicholas.  Vol.11,  page  174. 
Vol.  15,  page  146. 

Christmas  at  Bethlehem.  School  Journal.  Vol.  53,  page  565. 

Christmas  in  Bethlehem.     St.  Nicholas.     Vol.  24,  page  92. 

Christmas  at  Byland.     Littells.     Vol.  211,  page  865. 

Christmas  Decorations.     School  Journal.    Vol.  53,  page  57. 

Christmas  Eve  in  a  Sicilian  Abbey.  Atlantic  Monthly. 
Vol.  30,  page  143. 

Christmas  Eve  and  Christmas  Day  at  an  English  Country 
House.     Atlantic  Monthly.     Vol.  74,  page  729. 

An  Indian  Christmas  Time,  (by  Arnold),  in  Wandering 
World.     Vol.  78.     Page  161. 

Christmas  Festivities  and  Home  Made  Gifts,  in  American 
Girls'  Handy  book.     Page  317,  vol.  45.     (Beard). 

Chambers'  Book  of  Days.     Vol.  2. 

Christmas  in  Hamburg,  Germany.  Harper's  Magazine. 
Vol.  18,  page  359. 

Christmas  Play  at  Cornwall.  Atlantic  IMonthly.  Vol.  55, 
pages  275-8. 

Christmas  Throughout  Christendom.  Harper's  Magazine. 
Vol.  46,  pages  241-57. 

Coleridge  Christmas  in  Germany.  Watson's  Independent 
Fifth  Reader.     Pages  328-9. 

Christmas  in  Art.  (Cook).  Chautauquan.  Vol.  16,  pages 
321-30. 


o 


THE  PLAN   BOOK.  461 

SELECTIONS  FOR  READING. 

The  Brownies'  Xmas.     By  Mary  E.  Wilkins. 

An  Arctic  Christmas.     Youth's  Companion,  Dec.  20,  1894. 

The  Christmas  Tree  (poem).  Youth's  Companion,  Dec. 
0,  1894. 

Christmas  Carol.     Youth's  Companion,  Dec.  21,  1893. 

Christmas  in  the  Past.     Youth's  Companion,  Dec.  21, 1893. 

Christmas  in  '64.     Youth's  Companion,  Dec.  21,  1893. 

The  Christmas  Goose.     St.  Nicholas,  Jan.,  1885. 

London  Christmas  Pantomimes.     St.  Nicholas,  Jan.,  1888. 

The  Bird's  Xmas  Carol.     Mrs.  Wiggin. 

The  Xmas  Monks.     Wide-Awake,  Jan.,  1883. 

How  Santa  Clans  found  the  Poorhouse.  St.  Nicholas, 
March,  1885. 

First  Xmas  Tree  in  New  England.  St.  Nicholas,  Dec,  1887. 

How  Dickens  Came  by  His  Name.  Youth's  Companion, 
Dec.  1892,  Chapter  IV. 

O  Little  Town  of  Bethlehem,  and  Christmas  Everywhere 
To-night.     By  Phillips  Brooks. 

The  Night  Before  Christmas.  In  Whittier's  Child  Life 
and  Elliot's  Poetry  for  Children. 

Old  Christmas.     Mary  Howell. 

Piccola  and  the  Shoe,  and  The  Bird's  Christmas.  Celia 
Thaxter.     In  the  Child's  World. 

Jest  'Fore  Christmas  and  Other  Poems.    By  Eugene  Field. 

A  Jewish  Legend.     Elizabeth  Stuait  Phelps. 

Little  Gottlieb.     Gary. 

Christmas  Carol.     Kingsley. 

The  Vision  of  Sir  Launfal.     Lowell. 

The  Little  Match  Girl,  The  Fir  Tree,  Snow  White  and 
Rose  Red,  and  The  Old  Oak's  Christmas.  By  Hans  Ander- 
sen. 

The  Bible  Story  of  the  First  Christmas,  Legend  of  the 
First  Christmas  Tree,  Where  the  Christmas  Tree  Grew, 
Legend  of  the  Holly  Tree,  Poet's  Bazaar.     Andersen. 


«B 


462  THE   PLAN    BOOK. 

Michael  and  Feodosia.     St.  Nicholas,  Feb.,  1888. 

Howell's  Christmas  All  the  Year  Round.     St.  Nicholas. 

Standish  of  Standish,  Keeping  Christmas,  A  Land  With- 
out Christmas,  American  Teacher.  Youth's  Companion,  Sept. 
5,  1895. 

A  Hospital  Christmas.     Louisa  Alcott. 

Dicken's  Christmas  Carol,  Tiny  Tim,  The  Letter  Cake. 
St.  Nicholas,  Jan.,  1888. 

St.  Nicholas  and  His  Gifts,  Mrs.  Jameson's  Sacred  and 
Legendary  Art.  Vol.  II.     Harper's  Vols.  46,  78. 

Legend  of  St.  Christopher.  In  Christ  Child  Tales,  by 
Andrea  Hofer,  and  in  Kindergarten  Talks,  by  Margaret 
Wiltse. 

Book  of  Days.     Atlantic,  Vol.  70. 

Christmas  Poems  and  Stories. 

The  following  will  be  found  suitable  for  memorizing,  or  to 
be  used  in  preparing  Christmas  exercises. 

Legend  of  the  Chrysanthemum. — Stories  in  Season. 

Legend  of  the  Christmas  Bells.  "        "  " 

Story  of  Babouseka.  "        "         " 

Hurll's  Madonna  in  Art. 

For  reference  and  description  read  Ben  Hur. 

Madonna  in  the  School  Room,  November  27,  1897  School 
Journal. 

THE  CHRIST  CHILD. 

E.  B.  Browning.     Poems. 

Christmas  Legend.     St.  Nicholas,  Vol.  2,  page  141. 

Farrar's  Life  of  Christ  in  Art. 

Guerber's  Legends  of  the  Christ  and  Virgin. 

Hofer's  Christ  Child  Tales. 

Hurll's  Child  Life  in  Art. 


THE   PLAN   BOOK.  461^ 


MANNERS  AND  MORALS. 

TTfgrjw^^ggm  r|ip»iiiiii  »T»ttiiinii  TT»Tji«ti|iji  ■  iTinrtif  1/ i  i^iu  |HpU',|''||;i^JU',lUlJXULU  lUtfUMtf  JL 


Kindness^   Unselfishness. 
The  blessedness  of  giving. 

GEMS. 

Not  what  we  give  but  what  we  share, 

For  the  gift  without  the  giver  is  bare.  — Lowell. 

"The  giver  makes  the  gift  more  precious." 

Gifts  from  the  hand  are  silver   and  gold,   but  the  heart  gives  thai 
which  neither  silver  nor  gold  can  buy.  — Beecher. 

The  only  gift  is  a  portion  of  thyself.  — Emerson. 

It  is  more  blessed  to  give  than  to  receive.  — Bible. 

Rich  gifts  wax  poor  when  givers  prove  unkind.        — Shakespeare. 

A  thankful  heart  is  not  only  the  greatest  virtue,   but  the  parent  of 
all  other  virtues.  — Cicero. 

In  the  same  measure  in  which  you  wish  to  receive  you  must  give. 
If  you  wish  for  a  whole  heart  you  must  give  a  whole  life.    — Ruckhert. 

There  is  no  happiness  in  the  whole  world  into  which  love  does  not 
enter.  — A.  Smith. 

"There  is  one  thing  better  than  having  all  you  wish  or  desire,  and 
that  is  the  giving  another  the  whole  of  his  heart's  desire." 

"A  messenger  came  from  the  world  above, 
To  bring  the  glad  tidings  of  love." 

Whatever  is  given  to  the  poor  is  laid  up  in  Heaven. 

'Tis  the  season  for  kindling  the  fire  of  hospitality  in   the  hall,   the 
genial  fire  of  charity  in  the  heart.  —  Washington  Irving. 

It  is  good  to  be  children  sometimes,  and  never  better  than  at  Christ- 
mas, when  its  mighty  founder  was  a  child  Himself.  — Dickens. 

There  is  no  dearth  of  charity  in  the  world  in  giving;   but   there  is 
comparatively  little  exercised  in  thinking  and  speaking. 

— Sir  Philip  Sidney. 


46-^  THE    PLAN    BOOK. 

You  are  made  to  be  kind,  boys,  generous,  magnanimous.  If  there 
is  a  boy  in  school  who  has  a  club  foot,  don't  let  him  know  you  ever  saw 
it.  If  there  is  a  poor  boy  with  ragged  clothes,  don't  talk  about  rags  in 
his  hearing.  If  there  is  a  lame  boy;  assign  him  some  part  of  the  game 
which  does  not  require  running.  If  there  is  a  hungry  one,  give  him  part 
of  your  dinner.  If  there  is  a  dull  one,  help  him  to  get  his  lesson.  If 
there  is  a  bright  one,  be  not  envious  of  him.  — Horace  Mann. 

That  best  portion  of  a  good  man's  life,  his  little,  nameless,  unre- 
merabered  acts  of  kindness  and  of  love.  —  Wordsworth . 

Write  your  name  in  kindness,  love  and  mercy  on  the  hearts  you 
come  in  contact  with,  and  you  will  never  be  forgotten.        — Chalmers. 

Swift  kindnesses  are  best;  a  long  delay  in  kindness  takes  the  kind- 
ness all  away. 

Kindness  is  infectious.  No  kind  action  ever  stopped  with  itself. 
One  kind  action  leads  to  another,  our  example  is  followed. 

— F.   W.  Faber. 

Kind  hearts  are  more  than  coronets, 

And  simple  faith  than  Xorman  blood.  — Tennyson. 

They  serve  God  well  who  serve  his  creatures.  — Mrs.  Norton. 

Kindness  is  wisdom.  There  is  none  in  life  but  needs  it  and  may 
learn.  — Bailey. 

Teach  us  to  love  and  give  like  Thee; 

Not  narrowly  men's  claims  to  measure, 
But  daily  question  all  our  powers, 

"To  whose  cup  can  we  add  a  pleasure. 
Whose  path  can  we  make  bright  with  flowers?" 

— Mrs.  Charles. 

"An  arm  of  aid  to  the  weak, 

A  friendly  hand  to  the  friendless, 
Kind  words  so  short  to  speak 

But  whose  echo  is  endless, — 
The  world  is  wide,  these  things  are  small. 
They  may  be  nothing — but  they  are  all!" 

It  was  only  a  glad  ''Good  morning," 

As  she  passed  along  the  way, 
But  it  shed  a  glory  like  sunshine 

Over  the  live-long  day. 


THE   PLAN   BOOK.  465 

She  doeth  little  kindnesses 

Which  most  leave  undone,  or  despise, 
For  nought  that  sets  one  heart  at  ease, 
And  giveth  happiness  or  peace, 

Is  low-esteemed  in  her  eyes.  — Lowell. 

POEMS  TO  IvEARN. 

''Abou  Ben  Adhem."  Leigh  Hunt. 
The  old  song,  "Kindness  at  Home." 
"Who  is  my  Neighbor?" 

BOOKS  TO  READ. 

"Black  Beauty."     Miss  Sewell. 

"Sir  Launfal."     Lowell. 

"Ben  Hur."     Lew  Wallace. 

"The  Life  of  the  Master."     McClure's  Mag.,  1900. 

EXAMPLE. 

Look  up  the  lives  of  the  founders  of  settlements  in  poor 
parts  of  the  cities,  for  instance,  for  living  workers.  Read  the 
lives  of  noted  philanthropists  for  stories  of  reforms. 

Lincoln's  history  is  full  of  deeds  prornpted  by  a  kind  heart. 

Tell  stories  illustrating  kindness  and  unselfishness.  A 
book  of  stories,  which  will  be  useful  to  use  in  connection  with 
lessons  on  manners  and  morals  is,  "Opening  Exercises  for 
Schools,"  compiled  by  George  Bass,  and  published  by  A. 
Flanagan. 

A  reading  list  for  teachers  and  pupils  to  use  in  connection 
with  Christmas,  is  given. 


Out  of  the  bosom  of  the  Air, 

Over  the  woodlands  brown  and  bare, 

Over  the  harvest  fields  forsaken, 

Silent  and  soft  and  slow 

Descends  the  sncw.  — Longfellow. 


4i>0  THE   PLAN    BOOK. 


t-*7*'n<r^>-:*nlrnlrnri^^ 


^ILLINOIS  DAY.^ 

December  3ru. 


fy^yp^ypy^pf^f^pp^yfryf^^f^pf^yfcyfrypyfc^ftjpzy^^^^^^^^^^^^^s^s^^ 


Preparations. 


Make  your  preparations  for  Illinois  Day,  December  the  2d. 
When  pupils  go  home  in  the  afternoon  of  that  day  hand  them 
slips  of  paper  on  which  are  written  topics  and  questions  to  be 
looked  up  before  the  next  morning.  Tell  them  that  the  next 
day  is  to  be  an  Illinois  Day  and  that  everything  of  interest 
relating  to  that  day  will  be  in  order. 

Each  pupil  is  to  do  a  certain  amount  of  individual  work  as 
well  as  class  work.  This  home  or  outside  work  is  indicated  by 
the  slip  of  paper  given  each  pupil  the  evening  before  Illinois 
Day.     Any  other  state  may  be  substituted  for  Illinois. 

To  one  pupil  assign  the  topic  Lincoln  as  a  Boy;  to  another, 
Lincoln  as  a  Man  and  as  President;  to  another,  stories  about 
Lincoln  which  illustrate  kindness;  to  another,  Grant's  boy- 
hood; Grant's  career  as  a  soldier;  Grant  as  president;  another, 
monuments  erected  to  these  men  iu  Illinois;  the  story  of 
Logan;  the  story  of  the  Illinois  Indians;  the  story  of  Starved 
Rock  (to  be  lead);  the  Illinois  universities;  the  Normal  schools; 
the  hospitals  and  state  homes;  the  prisons;  the  Illinois  river; 
Illinois  railroads;  Illinois  mines;  Illinois  crops;  the  capital  of 
Illinois,  etc. 

If  Illinois  has  been  studied  as  a  state  this  will  afford  an 
excellent  review.  King's  Handbook  of  the  United  States  will 
be  of  use  to  teacher  and  pupils  in  this  special  Illinois  work,  or 
in  other  states. 

So  much  for  preparations  on  the  part  of  pupils,  now  for 
your  own.  Prepare  your  blackboard  work  early  on  the  morn- 
ing of  Illinois  Day,  before  pupils  get  to  school. 


THE   PLAN    BOOK.  467 

With,  colored  crayons,  write  or  print  in  large  letters,  in  a 
&^v>.9ll,  on  the  board,  Illinois  Day,  Dec,  3,  1818.  With  this 
may  be  the  state  arms,  an  American  eagle,  perched  upon  a 
boulder  on  the  prairie,  with  a  rising  sun  in  the  background, 
the  motto  is:  "State  Sovereignty — National  Union." 

Now  fasten  pictures  of  Lincoln,  Grant  and  Logan  over  the 
blackboard,  giving  to  Lincoln  the  most  conspicuous  place. 
Drape  flags  over  and  around  these.  Distribute  pictures  of 
views  from  Illinois  about  the  room.  A  week  previous  to  Illinois 
Day  ask  one  or  more  pupils  to  learn  the  song  "Illinois,"  but 
not  to  sing  it  in  the  presence  of  the  other  pupils  until  Illinois 
Day.  One  of  the  pupils  might  be  selected  to  play  it  and  a 
half  dozen  of  the  pupils  who  sing  best  to  sing  it. 

Have  a  number  of  copies  of  the  song  mimeographed  and  at 
the  conclusion  of  the  song  by  the  quartette  or  chorus  let  the 
whole  school  practice  the  song  and  take  it  home  with  them  to 
keep  for  other  occasions.  Require  this  song  to  be  memorized 
at  some  time  during  the  day.  If  mimeograph  copies  are  not 
easily  secured  write  the  song  on  the  board  and  let  pupils  copy 
in  their  note  books. 

Song. 

(Sung  to  the  air  "Baby  Mine.") 

II.LINOIS. 

By  the  rivers  gently  flowing, 

Illinois,  Illinois; 
O'er  thy  prairies  verdant  glowing, 

Illinois,  Illinois; 
Comes  an  echo  on  the  breeze, 
Rustling  through  the  leafy  trees, 
And  its  mellow  tones  are  these, 

Illinois,  Illinois; 
And  its  mellow  tones  are  these, 

Illinois. 

Not  without  thy  wondrous  story, 

Illinois,  Illinois; 
Can  be  writ  a  nation's  glory, 

lUinois,  Illinois; 


408  THE   PLAN    BOOK. 

On  the  record  of  thy  years, 
Abraham  Lincoln's  name  appears; 
Grant  and  Logan  call  for  cheers, 

Illinois,  Illinois; 
Grant  and  Logan  call  for  cheers, 

Illinois. 

— The  Pw7ieer. 

Drawing. 

Map  of  Illinois. 

Discussion  of  pictures  relating  to  tlie  history  or  geography 
of  the  state. 

Geography. 

The  state  of  Illinois,  review. 

Topics  which  have  been  assigned  pupils,  presented  and 
discussed. 

Language  and  Geography. 

Compositions  on  the  Rivers^  Prairies  and  Forests  of  Ill- 
inois. 

Divide  the  class  into  three  divisions  and  assign  one  of 
these  topics  to  each,  or  let  pupils  choose  for  themselves. 

Place  before  them  pictures  of  prairies  or  the  plains,  (these 
may  be  found  in  Wheeler's  Graded  English  Studies);  of  ruins 
or  of  the  forest. 

Let  pupils  study  them  until  they  can  give  a  good  oral  de- 
scription of  them. 

Answer  the  following  questions.  In  what  way  do  the 
rivers,  plains  and  forests  contribute  to  the  welfare,  happiness 
or  riches  of  the  state  of  Illinois?  Illinois  plains  or  prairies? 
What  is  a  prairie?  A  plain?  Draw  a  map  of  Illinois  show- 
ing the  plains.  Make  a  relief  map,  or  one  in  sand  table. 
Why  do  people  generally  prefer  to  live  on  prairies  or  plains? 
What  animals  may  be  found  on  our  Illinois  prairies?  What 
are  the  products,  vegetable  and  mineral?  Indicate  these  on 
map.     Which  cities  or  towns  are  on  the  prairies? 


the  plan  book.  469 

Illinois  River. 

What  is  a  river? 

Draw  a  map  showing  principal  rivers  of  Illinois.  What 
are  the  sources  of  these  rivers?  Describe  them.  What  towns 
are  built  on  the  banks  of  these  rivers?  Why?  Why  do  people 
generally  prefer  to  live  near  a  river  or  in  a  river  valley?  Tell 
about  the  animal  life  in  Illinois  rivers.  What  kinds  of  fish 
may  be  found  there?  What  is  the  most  important  river  in  this 
state?  The  largest?  The  most  beautiful?  Where  is  Starved 
Rock? 

Illinois  Forests. 

Picture  study. 

What  is  a  forest? 

Draw  a  map  showing  forests  of  Illinois. 

Describe  these  forests. 

What  animals  are  found  in  these  forests? 

What  are  the  products  of  these  forests? 

Are  any  towns  built  in  these  forests? 

History. 

Where  did  Illinois  get  its  name? 

What  Indians  made  our  prairies  their  hunting  grounds? 
What  can  you  tell  of  these  Indians? 
Exploration  of  Illinois;  when,  where,  by  whom? 
Settlement  of  Illinois;  when,  where,  by  whom? 
Tell  about  the  early  settlers. 
Tell  about  George  Rogers  Clarke. 
Story  of  Tonty. 

In  what  way  has  the  story  of  Illinois  contributed  to  the 
glory  of  the  nation,  as  referred  to  in  second  stanza? 
What  is  meant  by  "the  record  of  thy  years?" 
What  is  the  length  of  this  record? 
When  admitted  as  a  state? 
How  old  is  Illinois? 
What  other  famous  names  appear  on  the  Illinois  record? 


470 


THE    PLAN    BOOK. 


Books  of  Reference. 

Parkiiiau's  Works. 
Making  of  the  Great  West.     Drake. 
Pioneers  of  Illinois.     W.  Matson. 
History  of  Illinois.     Ford. 
History  of  Cook  County.     Andreas. 
Story  of  Tonty.     Catherwood. 
Pioneer  Stories.     M':Murr3\ 

Reading  Lessons  for  Pupils. 

Starved  Rock.  New  Era  Third  Reader,  also  in  Appleton's 
Fifth  Reader. 

Cavalier  de  La  Salle.  First  Step  in  the  History  of  Our 
Country.     Silver,  Burdette  &  Co. 

George  Rogers  Clark.  First  Steps  in  the  History  of  Our 
Country.     Silver,  Burdette  &  Co. 

How  Our  Forefathers  Lived,  in  Stories  from  American 
History.     By  E.  S.  Ellis. 

Lincoln.  W^ilson's  Histor}^  Reader.  By  MacMillan 
Company. 

Grant.  Wilson's  History  Reader.  By  MacMillan 
Company.  

CHRISTMAS  WITHOUT  CHILDREN. 

What  would  Christmas  be  without  the  children  ? 

This  of  late  has  been  my  constant  thought, 
As  on  tiny  hoods  and  scarfs  and  mittenJ 

Ceaselessly  my  willing  fingers  wrought. 

What  would  Christmas  be,  again  I  ask  you, 
Should  you  miss  that  loving,  warm  embrace, 

When  a  white-robed  figure  breaks  your  slumbers. 
Shouting  "  Merry  Christmas  "  in  your  face? 

Let  us,  then,  bring  smiles  to  their  dear  faces; 

Let  us  see  their  laps  with  treasures  piled  ; 
Let  us  think  of  one  who,  loving  others, 

Was  on  earth  and  dwelt  a  li.tle  child. 

— Isabelle  H.  Fitz^  in  ''Every  Oilier  Sunday.'* 


THE   PLAN    BOOK.  471 


1       DECEMBER.       i 

1      _____  S 


WINTER. 

Old  winter  comes  forth  in  his  robe  of  white; 
He  sends  the  sweet  flowers  far  out  of  sight; 
He  robs  the  trees  of  their  green  leaves  bright, 
And  freezes  the  pond  and  river. 

He  has  spoiled  the  butterfly's  pretty  vest, 
And  ordered  the  birds  not  to  build  their  nests, 
And  banished  the  frog  to  a  four  months'  rest, 
And  makes  all  the  children  shiver. 

Yet  he  does  some  good  with  his  icy  tread, 
For  he  keeps  the  corn  seeds  warm  in  their  bed; 
He  dries  up  the  damp  which  the  rain  has  spread, 
And  renders  the  air  more  healthy. 

We  like  the  spring  with  its  fine  fresh  air; 
We  like  the  summer  with  flowers  so  fair; 
We  like  the  fruits  we  in  autumn  share, 

And  we  like,  too,  old  Winter's  greeting. — SeL 

Poems. 
December,  Longfellow. 
December,  Lowell. 
Winter,  Tennyson. 
Approach  of  Winter,  W.  B.  Proctor. 
Winter,  Whittier's  Child  Life. 
Woods  in  Winter,  Longfellow. 

Songs. 

Winter,  Tomlins'  Child  Garden  of  Song. 

A  Winter  Night,  Mabel  Pray's  Motion  Songs. 

Old  Winter  Is  Here,  Silvery  Notes. 

Winter,  Child's  Song  Book. 

Happy  Winter  Days,  Fountain  Songs  No.  4. 

Winter  Glee,  "  "  " 


472  THE    PLAN    BOOK. 

DECEMBER  OBSERVATIONS. 

When  does  winter  begin?     End? 

How  many  winter  months  are  there? 

What  conies  before  winter?     After? 

What  wind  blows  most  frequently  in  winter? 

Are  the  days  in  December  as  long  as  those  in  November? 
What  time  does  the  sun  rise  now?  Set?  What  time  does  the 
moon  rise?     Set? 

Can  you  see  the  evening  or  any  other  stars  as  you  walk 
home  at  sunset? 

What  change  do  you  notice  in  the  clothing  of  people?  In 
occupation  of  people?    In  games  and  amusements  of  children? 

What  change  in  the  w^eather?  In  appearance  of  sky, 
«artli  and  water. 

Drawing. 

Draw  or  paint  a  winter  landscape.  Use  chalk  to  give 
effect  of  snow. 

Pictures  study,  Winter,  by  Castan. 

Winter,  L.  Munthe,  in  Around  the  Year  in  Myth  and 
Song,  Miss  Holbrook. 

A  Winter  Evening,  by  Kinsley. 

Winter  (bas  relief),  Thorwaldsen. 

Language. 

Place  before  the  pupils  a  picture  of  Winter.  Let  them 
study  it  until  they  can  give  a  good  oral  description  of  it. 
Memorize  a  winter  poem. 

Write  a  composition  on  Winter  or  December,  using  the 
following  outline. 

Winter  or  December. 

1.  'Appearance  of  sky,  earth  and  water. 

2.  Change  in  weather  and  cause. 

3.  Change  in  occupation  of  people.  Winter  employ- 
ments. 


THE   PLAN    BOOK.  473 

4.  Winter  games,  amusements,  enjoyments. 

5.  Winter  clothing. 

6.  Winter  holidays. 

WHAT  THE  WINTER  BRINGS. 

What  does  the  winter  bring? 

Berries  red  on  the  holly  spray, 

Gems  of  ice  in  the  clear,  cold  day, 

That  gleam  on  the  tall  fir  trees; 

Over  the  world  with  its  leaden  skies 

Dainty  snow  like  a  blessing  lies, 

But  it  bringeth  more  than  these. 

Time  for  the  busy  hands  to  rest, 

For  cozy  seats  in  the  dear  home  nest, 

With  blazing  logs  piled  high, 

Happy  hearts  for  the  Christmas  cheer. 

And  no  regret  for  the  parting  year 

As  you  bid  its  hours  good-by. — Mary  R.  Corky. 


MEMORY  GEMS  FOR  CHRISTMAS-TIDE. 

COLLATED   BY   M.    W.    A. 

What  cheer!  What  cheer! 

Christmas  has  come  again, 

His  voice  I  hear: 
Then  let  the  bells  ring  out  a  merry  lay, 
There  is  no  day  for  me  like  Christmas  day. 

— Mary    W.  Allen, 

Be  merry  all,  be  merry  all. 
With  holly  dress  and  festive  hall; 
Prepare  the  song,  the  feast,  the  ball. 

To  welcome  Merry  Christmas. —  W.  R  Spencer. 

Merry,  merry  Christmas,  everywhere, 

Cheerily  it  ringeth  through  the  air; 

Christmas  bells,  Christmas  trees, 

Christmas  odors  on  the  breeze. 

Merry,  merry  Christmas  everywhere.  — Selected. 


474 


THE   PI.AN   BOOK. 


DECEMBER. 

.     .     .     With  snow-white  hair, 

I  come,  the  last  of  all.     This  crown  of  mine 

Is  the  holly;  in  my  hand  I  bear 

The  thyrsus,  tipped  with  fragrant  cones  of  pine 

I  celebrate  the  birth  of  the  Divine. 


My  songs  are  carols  sung  at  every  shrine, 
Proclaiming.  "Peace  on  earth,  good  will  to  men." 

— Longfelloii' ,  The  Poef  s  Calendar. 

Thought  for  the  Month. 


"It  is  more  blessed  to  give  than  to  receive." 

The  story  of  Christmas. 

Christmas  Emblems. 

Through  the  Thanksgiving  and  nature  work,  the  children 
have  expressed  themselves  as  grateful  for  the  gifts  of  earth, 
and  now  it  is  oxAy  a  step  to  the  gift  of  the  Christ  Child,  the 
greatest  manifestation  of  unselfish  love  ever  revealed  to  man. 

First  comes  the  historic  setting  of  the  sweet  old  story;  and 
the  children  journey  with  Mary  and  Joseph  to  Bethlehem,  not- 
ing the  characteristics  of  the  countr}^,  the  modes  of  travel,  the 
dress,  and  the  customs  of  the  people. 

Through  pictures  and  descriptions,  they  know  the  little 
town  of  Bethlehem  with  its  lowl}^  cattle  shed,  of  the  star. 

Wise  men,  their  visit,  of  caravans,  camels,  deserts,  oriental 
splendor,  etc. 


THE   PLAN   BOOK.  475 

Mrs.  Kellogg,  in  Primary  Education^  says: — "It  is  a  mine 
of  descriptive  material  in  itself.  Why  should  not  children 
learn  of  Jadea  and  Bethlehem,  with  the  same  eagerness  with 
which  they  hear  of  the  Esquimaux  country  and  tropical 
islands?  Why  not  give  them  the  whole  setting  of  that  story 
exactly,  as  that  of  any  other? 

"A  child  never  wearies  of  hearing  about  camels  and  their 
travels  across  deserts.  Will  they  care  less  about  it,  because 
'three  wise  men'  were  riding  these  camels  to  go  and  find  the 
Christ  Child? 

"What  will  not  their  marvelous  imagination  do  with  the 
scene  of  the  shepherds  watching  their  flocks  by  night?  They 
will  see  every  hill  and  valley,  feel  the  peace  and  beauty  of 
that  wonderful  night  when  shepherd  and  sheep  slept  together 
under  the  starry  sky;  they  will  thrill  under  the  splendor  of 
light  that  'shone  round  about,'  and  be  as  eager  to  follow  the 
'star'  as  the  shepherds  themselves.  Will  they  have  less  inter- 
est because  they  were  seeking  the  Babe  of  Bethlehem?" 

The  tender,  trustful  beauty  of  the  young  mother  of  Christ 
will  arouse  their  imagination,  and  the  story  of  the  famous 
artists  of  all  countries,  who  have  striven  to  paint  her  picture 
for  hundreds  and  hundreds  of  years,  will  prepare  them  for  a 
taste  of  the  best  and  highest  in  art. 

When  we  consider  the  literature  pertaining  to  Christmas 
we  do  not  find  it  a  difficult  matter  to  plan  a  series  of  lessons 
which  shall  enter  into  close  and  vital  relationship  with  other 
parts  of  the  school  program.  Through  such  a  series  of  les- 
sons, something  deeper  than  mere  pleasure  is  given  the  child- 
ren. They  are  lead  to  recognize  beautiful  thoughts  clothed  in 
beautiful  language.  Their  appreciation  of  the  spiritual  ele- 
ment in  real  literature  is  awakened.  Habits  of  attentive 
listening,  and  careful  reproduction  are  strengthened.  If  the 
correlation  of  this  work  with  the  other  parts  of  the  day's  pro- 
gram is  first  in  the  teacher's  mind,  unconsciously  the  children 
will  see  the  relation  of  the  great  spirit  of  giving^  as  empha- 
sized in  Christmas  song  and  story,  to  other  subjects. 


476  the  plan  book. 

First  Week. 

MORNING    TALKS. 

1 .  General  idea  of  the  state  institution  at  the  beginning 
of  the  Christian  Era. 

Roman  empire:  condition;  ruler;  relation  of  Judea  to  Roman 
empire;  governor  of  Judea;  idea  of  tribute. 

2.  Birth  of  Christ.  Decree  for  taxation;  gathering  of  the 
people  for  enrollment;  why  some  go  to  Bethlehem;  distance 
from  Nazareth  to  Bethlehem;  description  of  journey;  emphasize 
principal  characters;  the  crowded  inns;  use  of  stables  for 
lodging;  birth  of  Christ. 

3.  Appearance  of  Angels  to  shepherds;  shepherd  life; 
angel  host;  visit  of  the  shepherds  to  Christ.  Learn  verses 
from  St.  Luke,  Chapter  II,  verses  8  to  16  and  20.  Use  pic- 
tures. 

Second  Week. 

1.  Visitof  the  Wise  Men.  See  "Ben  Hur."  Their  country; 
the  meeting;  mode  of  travel;  guiding  star;  entrance  to  Jerusa- 
lem and  visit  to  Herod;  following  star  to  Bethlehem;  worship 
of  the  Holy  Babe;  presentation  of  gifts;  significance  of  gifts. 

2.  Flight  into  Egypt.  Review  causes:  describe  journey; 
practical  help  of  one  of  the  "gifts;"  slaughter  of  the  innocents; 
return  from  Egypt;  Nazareth  chosen  as  home.     Why  ? 

3.  Boyhood  of  Christ.  Occtipation;  the  visit  to  Jerusalem; 
the  boy  Christ  in  the  temple. 

Third  Week. 

CHRIST'S  MINISTRY. 

1 .  Emphasize  simplicity  of  life;  kind  of  people  taught;  those 
who  followed  him;  place  of  ministry;  the  new  commandment; 
love  one  another;  be  kind,  thoughtful  of  others;  bring  out  idea 
of  unselfishness;  read  portions  of  Sermon  on  the  Mount;  signi- 
ficance of  Christmas;  best  way  of  celebrating.  Suggested  by 
Jessie  B.  Tvlontgomery  in  The  Primary  School. 


THE   PLAN    BOOK.  477 

The  third  week  may  be  devoted  to  a  study  of  Christmas  in 
other  lands  if  teacher  prefers.  The  Christmas  of  to-day.  The 
Christmas  spirit  and  how  shown.  Instances  of  kindness  and 
helpfulness  observed  and  told  by  pupils. 


MEMORY  GEMS  AND  PICTURES. 

Learn  a  memory  gem  each  day  during  the  month.  Have 
this  placed  upon  the  board  where  all  can  see  to  copy  it  in  a 
note  book.  These  may  be  recited  as  a  part  of  the  Christmas 
programme.  Pictures  in  McClure  Magazine  (1900),  may  be 
used  in  this  way. 

With  each  picture  of  a  Madonna,  Shepherd,  or  Bethlehem 
picture  hung  up,  give  a  verse  appropriate  to  it  for  a  memory 
gem.  For  instance,  in  hanging  upon  the  walls  Blashfield's 
Christmas  Bells  or  New  Year's  Bells,  teach  the  poem  by  Long- 
fellow, or  Tennyson's  "The  Old  Year." 

"I  heard  the  bells  on  Christmas  Day, 
Their  old  familiar  carols  play 

And  wild  and  sweet 

The  words  repeat 
Of  peace  on  earth,  good- will  to  men." 

"Then  pealed  the  bells  more  loud  and  deep; 
'God  is  not  dead;  nor  doth  he  sleep  ! 

The  wrong  shall  fall, 

The  right  prevail. 
With  peace  on  earth,  good-will  to  men." 


— Longfellow. 


THE  CHRISTMAS  BElvLS. 

The  time  draws  near  the  birth  of  Christ; 
The  moon  is  hid;  the  night  is  still: 
The  Christmas  bells  from  hill  to  hill 
Answer  each  other  in  the  mist. 

Four  voices  of  four  hamlets  round, 
From  far  and  near,  on  mead  and  moor, 
Swell  out  and  fail,  as  if  a  door 
Were  shut  between  me  and  the  sound. 


478  THE   PLAN    BOOK. 

Each  voice  four  changes  on  the  wind, 
That  now  dilate,  and  now  decrease, 
Peace  and  good-will,  good-will  and  peace 
Peace  and  good- will,  to  all  mankind. 

Rise,  happy  morn,  rise,  holy  morn, 
Draw  forth  the  cheerful  day  from  night; 
O  Father,  touch  the  East,  and  light 
The  light  that  shone  when  Hope  was  born. 

— From  Tennyson' s  In  Memoriam, 

O  happy  bells!  through  coming  years, 

We  hear  in  your  glad  sending 

The  message  still  of  peace,  good  will,—' 

All  jarring  discords  blending.  — Sel, 

With  the  presentation  of  a  picture  of  "The  Apparition,"  by 
Plockhorst,  or  another  Shepherd  picture,  give  the  poem, 
"While  Shepherds  Watched  Their  Flocks,''  by  Margaret  De- 
land. 

lyike  small  curled  feathers,  white  and  soft, 

The  little  clouds  went  by, 
Across  the  moon,  and  past  the  stars, 

And  down  the  western  sky; 
In  upland  pastures,  where  the  grass 

With  frosted  dew  was  white, 
Like  snowy  clouds  the  young  sheep  lay, 

That  first,  best  Christmas  night. 

The  shepherds  slept;  and  glimmering  faint. 

With  twist  of  thin,  blue  smoke. 
Only  their  fire's  crackling  flames 

The  tender  silence  broke — 
Save  when  a  young  lamb  raised  his  head, 

Or,  when  the  night  wind  blew, 
A  nestling  bird  would  softly  stir, 

Where  dusky  olives  grew. 

With  finger  on  her  solemn  lip, 

Night  hushed  the  shadowy  earth, 
And  only  stars  and  angels  saw 

The  little  Savior's  birth; 


THE   PLAN    BOOK.  479 

Then  came  such  flash  of  silver  light 
•  Across  the  bending  skies, 

The  wondering  shepherds  woke  and  hid 
Their  frightened,  dazzled  eyes! 

Only  three  verses  are  here  given.  Find  the  others  and 
memorize  them  all,  or  these  verses  given  below.  The  music 
of  this  song  may  be  found  in  Miss  Howlitson's  Child's  Song 
Book. 

"It  came  upon  the  midnight  clear, 

That  glorious  song  of  old, 
From  angels  bending  near  the  earth 

To  touch  their  harps  of  gold; 
'Peace  to  the  earth,  good- will  to  men, 

From  heaven's  all-gracious  King'; 
The  world  in  solemn  stillness  lay 

To  hear  the  angels  sing." 

"Still  through  the  cloven  skies  they  come, 

With  peaceful  wings  unfurled; 
And  still  their  heavenly  music  floats 

O'er  all  the  weary  world; 
Above  its  sad  and  lowly  plains 

They  bend  on  hovering  wing, 
And  even  o'er  its  Babel  sounds 

The  blessed  angels  sing." 

Give  this  gem  with  the  picture  of  the  Nativity. 

THE  NATIVITY. 

Some  say,  that  ever  'gainst  that  season  comes 
Wherein  our  Savior's  birth  is  celebrated: 
This  bird  of  dawning  singeth  all  night  long; 
And  then  they  say  no  spirit  dares  stir  abroad; 
The  nights  are  wholesome;  then  no  planets  strike, 
No  fairy  takes,  nor  witch  hath  power  to  charm, 
So  hallowed  and  so  gracious  is  the  time, 

— Shakespeare. 

With  Correggio's  "Holy  Night,"  teach  the  song,  ''Holy 
Night,  Silent  Night." 


480  THE    PLAN    BOOK. 

O  little  town  of  Bethlehem, 

How  still  we  see  thee  lie!  • 

Above  thy  deep  and  dreamless  sleep 

The  silent  stars  go  by. 
Yet  in  thy  dark  streets  shineth 

The  everlasting  light; 
The  hopes  and  fears  of  all  the  years 

Are  met  in  thee  tonight. 

O,  morning  stars  together 

Proclaim  the  holy  birth! 
And  praises  sing  to  God  the  king, 

And  peace  to  men  on  earth. 
For  Christ  is  born  of  Mary, 

And  gathered  all  above, 
While  mortals  sleep  the  angels  keep, 

Their  watch  of  wondering  love. 

How  silentl}^,  how  silently 

The  wondrous  gift  is  given! 
So  God  imparts  to  human  hearts 

The  blessings  of  his  heaven. 
No  ear  may  hear  his  coming. 

But  in  this  world  of  sin. 
Where  meek  souls  will  receive  him  still, 

The  dear  Christ  enters  still. 

Where  children  pure  and  happy 

Pray  to  the  blessed  child; 
Where  misery  cries  out  to  thee, 

Son  of  the  mother  mild; 
Where  Charity  stands  watching, 

And  Faith  holds  wide  the  door. 
The  dark  night  wakes,  the  glory  breaks, 

And  Christmas  comes  once  more. 

O,  holy  child  of  Bethlehem, 

Descend  to  us,  we  pray; 
Cast  out  our  sin  and  enter  in, 

Be  born  in  us  today. 
We  hear  the  Christmas  angels 

The  great  glad  tidings  tell; 
O  come  to  us,  abide  with  us. 

Our  Lor/J  Emmanuel.  — Phillips  Brooks. 


THE    PLAN    BOOK.  181 

With  the  presentation  of  pictures  of  Bethlehem  and  de- 
scription of  that  city,  teach  the  whole  of  that  beautiful  Christ- 
mas hymn,  "O  Little  Town  of  Bethlehem."  Try  to  do  this  on 
Phillips  Brooks'  birthday,  or  at  least  make  a  beginning  then 
and  learn  a  verse  each  day. 

The  music  may  be  found  in  the  Revised  Episcopal  Hym- 
nal. 


READING  AND  LANGUAGE. 

Select  reading  matter  for  the  facts,  showing  the  manner  of 
celebrating  Christmas  in  other  countries.  A  list  for  this  pur- 
pose has  been  given  in  the  front  part  of  the  book,  and  sugges- 
tions as  to  pictures  and  their  use  also. 

Stories  of  the  children  of  other  lands  may  be  found  in 
"Christmas  in  Other  Lands,"  which  contains  the  stories  in 
the  form  of  poems  as  well  as  in  prose.  Price  of  book,  25 
cents.     A.  Flanagan,  publisher. 

These  stories  will  provide  material  for  a  number  of  oral 
and  written  language  lessons.  After  a  story  has  been  read  or 
told  the  pupils,  and  has  been  reproduced  orally,  let  pupils 
write  the  stories,  following  outlines  or  questions  placed  on  the 
black-board. 

These  stories  may  be  illustrated  with  drawings,  paintings 
or  pictures  cut  from  magazines  or  papers.  When  a  story  has 
been  reproduced  and  illustrated,  lay  it  away  in  a  portfolio  pro- 
vided for  Christmas  work,  and  write  others.  When  all  are 
finished,  or  those  pupils  like  best,  let  pupils  bind  them  together 
into  a  booklet  for  a  present  for  father  or  mother. 

Let  pupils  select  their  own  designs  for  the  cover.  This 
may  be  made  of  heavy  white  bristol  board,  drawing  or  water 
color  paper.  Let  decorations  be  drawn  with  pencil,  or  pen,  or 
painted  with  water  colors.  Some  may  wish  to  secure  one  of 
the  Perry  pictures  and  paste  on  the  cover. 


482  the  plan  book. 

Reading  Lessons. 

A  Pilgrim  Christmas,  Wilson's  History  Reader  for  Third 
Grade,  by  MacMillan  &  Co. 

A  Dutch  Christmas,  Wilson's  History  Reader  for  Third 
Grade,  by  MacMillan  &  Co. 

A  Christmas  in  Virginia,  Wilson's  History  Reader  for 
Third  Grade,  by  MacMillan  &  Co. 

Christmas  Carol,  Heart  of  Oak,  Vol.  3. 

Christmas  at  the  Cratchits,  Baldwin's  Fifth  Reader. 

Destruction  of  Pompeii,  Baldwin's  Fifth  Reader. 

The  Last  Fight  at  the  Coliseum,  Sixth. 

Legends  of  the  Christmas  Tree,  Through  the  Year,  Book  I. 

Christmas  Tree,  Through  the  Year,  Book  I. 

First  Christmas  in  America,  by  Mary  C.  Judd  in  Dec.  1898 
School  Education. 

Books  to  Read  to  the  Children. 

The  Bird's  Christmas  Carol,  Wiggin. 
Dicken's  Christmas  Carol,  a  lesson  in  generosity> 
Hofer's    Tales  of  the  Christ  Child,  Ben  Hur,  selections 
from  book. 

Poems. 

In  addition  to  those  given  elsewhere  are; 

The  Three  Kings,  Longfellow. 

The  Coming  of  the  Prince,  Eugene  Field. 

The  Symbol  and  the  Saint,  Eugene  Field. 

The  First  Christmas  Tree,  Eugene  Field. 

The  Christmas  Candle,  H.  Butterworth. 

The  Child  of  the  Black  Forest,  Whitney. 

Christmas,    Poetry  of  the  Seasons. 

The  Tree, 

Merry  Christmas    "  " 

Holly, 

Poetry  of  the  Seasons  is  published  by  Silver  &  Burdette. 


THE   PLAN   BOOK.  483 

THE  SCENE  OF  THE  FIRST  CHRISTMAS. 

The  place  is  Bethlehem,  but  the  Holy  Family  are  no 
longer  at  the  inn,  in  which  ''there  is  no  room"  for  them. 
They  are  now  in  a  house  and  by  themselves.  The  dwellings 
of  the  poorer  classes  of  that  land  and  time  were  of  primitive 
simplicity.  The  walls  were  of  stone,  often  without  cement  or 
plaster;  the  roofs  were  of  boughs  or  poles  laid  side  by  side  and 
covered  with  mud  or  straw;  the  floors  were  of  earth.  They 
contained  few  rooms,  if,  indeed,  there  were  more  than  one, 
and  no  windows  such  as  are  to  be  found  in  modern  houses. 
The  best  of  these  buildings  were  hardly  more  sumptuous  than 
the  dog-outs  of  the  American  prairies  or  the  crofters'  cottages 
of  Scotland  and  Skye,  but  because  of  the  dryness  of  the 
climate  they  were  not  uncomfortable.  Neither  walls  nor 
floors  were  damp.  Jesus  and  Mary  were  in  such  a  house,  and 
were  as  well  provided  for  as  most  other  peasant  people  of 
their  time  and  their  means. 

The  strangers  who  appeared  in  the  streets  of  that  little 
town  were  wise  men  from  the  Hast.  They  were  guided  by  a 
mysterious  star.  They  sought  one  who  was  "born  King  of  the 
Jews."  When  they  found  Him,  in  true  Oriental  fashion 
they  first  bowed  their  heads  to  the  ground  in  salutation, 
and  then  presented  to  Him,  gold,  frankincense  and  myrrh. 
The  phrase,  "wise  men,"  or  Magi,  indicates  that  they  came 
from  Persia  or  Arabia;  that  probably  they  were  followers  of 
Zoroaster,  and  therefore  that  they  were  fire-worshipers.  This 
is  all  that  the  Gospels  teach  us,  either  directly  or  by  inference, 
concerning  them. 

First  Gifts. 

Frankincense  was  a  perfectly  white  resin  which  was  ob- 
tained from  the  bark  of  a  tree  found  chiefly  in  Arabia  and 
India.  An  incision  about  five  inches  in  length  was  made  in 
the  trunk,  and  from  that  flowed  a  white  liquid  which  hardened 
into  "a  kind  of  vegetable  material,  brittle,  glittering,  and  of  a 


484  THE  PLAN   BOOK. 

bitter  taste."  This  delicate  and  odorous  substance,  made  of 
the  life-blood  of  rare  trees,  from  the  earliest  ages  was  a  symbol 
of  purity  and  holiness.  It  was  used  for  perfume  and  in  sacri- 
fices. It  represented  the  holiness  of  God,  and  its  burning  was 
a  celebration  of  that  holiness.  In  prayer  the  worshiper  in- 
voked the  Deity,  and  thus  incense  came  to  be  an  emblem  of 
prayer.  It  was  an  inseparable  accompaniment  of  worship  in 
sanctuaries  other  than  Hebrew. 

:•:  :■:  Ht  * 

Myrrh  also  was  the  congealed  life-blood  of  a  rare  tree. 
It  has  been  likened  to  the  tears  which  a  tree  sheds  when  it  is 
bruised.  "It  is  a  brittle  substance,  translucent,  of  a  rich 
brown  color,  or  reddish  yellow,  with  a  strong  odor  and  a  warm, 
bitter  taste."  It  was  found  in  the  same  countries  as  frankin- 
cense, but  not  in  the  same  trees,  nor  was  it  extracted  by  the 
same  process.  The  latter  follows  incision,  and  as  it  hardens 
it  becomes  white  and  is  easily  broken;  but  the  former  ''exudes 
in  small  tearlike  drops,  at  first  oily,  but  drying  and  hardening 
of  the  bark,  and  its  flow  is  increased  by  wounding  the  tree." 
It  was  well  know  to  the  ancients.  With  Egyptians  and  Jews, 
as  well  as  with  Greeks  and  Romans,  it  was  an  article  of 
merchandise.  It  is  frequently  mentioned  both  in  the  Old 
Testament  and  in  the  New. 

;:;  ^  :^  :)c 

The  visitors  also  chose  objects  representative  of  the  lands 
in  which  they  dwelt.  Gold  was  found  in  Persia  and  Arabia; 
the  trees  which  yielded  frankincense  grew  on  the  barren  up- 
lands of  Arabia,  or  more  probably  in  India;  while  myrrh 
dropped  its  rich  brown  tears  probably  about  Saba  or  Adramyti. 

— From  Ladies  Home  Journal. 


With  mittened  hands  and  caps  drawn  low, 

We  cut  the  solid  whiteness  through, 

And  where  the  drift  was  deepest,  made 

A  tunnel  walled  and  overlaid 

With  dazzling  crystal.  — ■/.  G.   IVhittier. 


THE   PLAN   BOOK.  485 

BETHLEHEM  TODAY. 

"The  modern  town  is  beautifully  situated  on  the  sides  and 
summit  of  a  semicircle  of  hills.  All  about  it  are  olive  groves 
and  vineyards,  pasture  lands  and  grain  fields.  It  is  in  truth  a 
"House  of  Bread" — and,  indeed,  of  water,  for,  although  it  has 
but  one  spring,  and  that  a  poor  one,  the  so-called  Fountain  of 
David,  the  aqueduct  carrying  water  from  Solomon's  Pool,  is 
tapped  at  the  foot  of  the  hill,  and  there  are  also  reservoirs. 
Indeed,  there  is  no  more  prosperous  looking  town  and  region 
in  all  Southern  Palestine.  The  town  itself,  with  its  eight 
thousand  inhabitants,  lies  a  little  off  the  fine  carriage-road 
from  Jerusalem  to  Hebron,  and  to  reach  it  one  has  to  drive  up 
a  rather  steep  and  rough  road  running  between  garden  walls 
and  ubiquitous  buildings.  As  one  gets  :*nto  the  town  the  road 
grows  narrower,  until  at  last  its  width  would  not  permit  two 
carriages'  passing  each  other.  For  this  reason  the  authorities 
compel  all  vehicles  to  enter  the  town  by  one  street  and  leave 
it  by  another. 

In  some  ways  Bethlehem  is  a  disappointing  place  to  visit. 
Although  it  is  almost  exclusively  a  Christian  town,  its  inhab- 
itants live  by  the  trade  they  carry  on  with  visitors,  and  no 
sooner  does  the  traveler  dismount  in  the  square  before  the 
Church  of  the  Nativity  than  he  is  surrounded  by  a  shouting 
crowd  of  men — there  are  said  to  be  nineteen  different  establish- 
ments manufacturing  souvenirs — each  endeavoring  to  force 
his  victim  within  his  little  shop.  The  olive  wood  candle-sticks 
and  necklaces,  the  carved  mother  of  pearl,  the  cups  from  the 
black  stone  of  the  Dead  Sea — all  these  are  forced  upon  one  at 
prices  fully  twice  those  for  which  the  same  articles  can  be  pur- 
chased in  Jerusalem. 

Such  disagreeable  features,  however,  one  must  train  one's 
self  to  overlook,  if  a  journey  in  the  Holy  Land  is  to  yield  any- 
thing but  disenchantment  and  disappointment.  For,  after  all, 
such  matters  are  but  incidents.  The  chief  object  in  visiting 
Bethlehem  is  not  to  patronize  peddlers,  but  to  see  the  spot, 


486  THR   PLAN    BOOK. 

where,  according  to  the  traditions  of  centuries,  Jesus  was 
bom." — Shailer  Mathews. 

"As  one  approaches  Bethlehem,  the  most  conspicuous 
building  we  see  is  the  monastery,  connected  with  the  Church 
of  the  Nativity.  It  stands  at  the  east  of  the  village  and  looks 
like  an  old  fortress. 

The  houses  of  the  town  are  low  and  the  roofs  almost  invar- 
iably flat. 

The  Church  of  the  Nativity  is  not  of  itself  a  large  build- 
ing; but  the  convents  connected  with  it  cover  a  broad  area. 
The  church  measures  about  a  hundred  and  twenty  feet  in 
length,  by  a  little  less  in  breadth.  It  is  one  of  the  oldest 
churches  in  the  world,  as  it  was  erected  in  the  beginning  of 
the  fourth  century. 

The  grotto  of  the  Nativity,  directly  beneath  the  church,  is 
about  forty  feet  by  twelve,  and  the  ceiling  ten  or  twelve  feet 
high.  At  the  entrance  to  the  grotto  stand  two  Turkish  sold- 
iers to  maintain  order.  There  are  two  stairways,  one  used  ex- 
clusively by  the  Greeks  and  Armenians,  and  the  other  belongs 
to  the  Latins. 

Near  the  foot  of  the  stairway,  there  is  a  niche  in  the  wall 
of  rock,  and  in  front  of  it  a  marble  slab  set  in  the  floor,  with  a 
silver  star  in  the  center;  on  the  star  is  this  inscription: 

"Hie  De  Virgine  Maria  Jesus  Christus  Natus  Est." 

("Here  Jesus  Christ  was  born  of  the  Virgin  Mary.") 

Over  the  star  sixteen  lamps  of  silver  are  burning  and  they 
burn  here  from  year  to  year. 

The  Chapel  of  the  Manger  is  a  little  to  the  right  of  the 
place  of  the  Nativity  and  is  a  recess  cut  in  the  rock.  The 
tradition  is  that  Christ  was  once  laid  in  this  manger;  a  few 
feet  away  from  it  is  the  Chapel  of  the  Magi,  where  the  three 
wise  men  came  to  adore  him,  and  offer  their  gifts. 

The  walls  of  the  grotto  are  covered  with  richly  embroid- 
ered cloth  and  many  lamps  hang  from  the  ceiling,  the  gifts  of 
kings  and  princes. 

The  great  festival  of  Bethlehem  begins  on  Christmas  Eve. 


THE   PI.AN   BOOK.  487 

At  ten  o'clock  there  is  a  solemn  mass  at  tlie  church  of  the 
Franciscans.  Toward  midnight  a  long  procession  starts  from 
this  church  for  the  grotto  of  the  Nativity  led  by  the  monks 
and  clergy  with  the  patriarch  following.  After  him  comes  the 
consul  of  France  who  protects  the  sacred  places  of  the  Holy 
Land.  The  people  follow  next,  with  a  band  of  Turkish  sold- 
iers closing  up  the  rear.  Each  one  in  the  procession  carries  a 
wax  candle  except  the  patriarch,  who  holds  a  waxen  baby  to 
represent  the  child  Jesus.  The  Divine  Child  lies  in  a  manger, 
on  cushions  of  red  silk  with  a  layer  of  straw  underneath  in 
remembrance  of  his  humble  birth. 

On  reaching  the  grotto  the  patriarch  sings  the  story  of 
Christ's  birth  as  given  in  the  gospel  of  Luke,  and  the  celebra- 
tion ends  shortly  after  two  o'clock  in  the  morning,  with  a  sol- 
emn Te  Deuui.  The  whole  population  has  been  scattered 
meanwhile  about  the  outside  of  the  grotto.  The  people  con- 
tinue singing  merry  songs  and  feasting  about  the  brilliantly 
lighted  porches  until  their  vigils  are  ended  by  the  rising  sun. 

GEOGRAPHY. 

Appropriate  geography  lessons  for  one  week  of  this  month 
might  be  on  the  Holy  Land.  Familiarize  the  children  with 
the  land  of  Jesus,  as  it  is  today,  and  was  at  the  time  of 
Christ's  birth. 

Talk  about  the  people  living  in  Palestine  today;  their 
occupation,  productions,  seaports.  Compare  with  olden  times. 
In  what  way  changed? 

Take  the  children  also  to  Norway,  Sweden,  Germany,  Hol- 
land and  other  countries  and  let  them  watch  the  preparations 
being  made  there  for  Christmas. 

Use  the  pictures  in  McClure's  Magazine  (for  1900),  men- 
tioned elsewhere.  Along  with  portrayals  of  incidents,  in  the 
life  of  Christ  there  will  ba  pictures  of  the  most  important 
places,  scenes  and  types  in  the  Palastine  of  to-day.  In  addi- 
tion there  will  be  a  series  of  maps  based  on  the  latest  knowledge 
and  showing  the  localities  mentioned  in  the  gospels. 


488  THE   PLAN    BOOK. 

THE  SAND  TABLE. 

Third  and  Fourth  Grades. 

(To  be  used  in  connection  with  historj-,  geography  and  literature  lessons.) 

"Take  a  low  table,  about  three  feet  long,  two  feet  wide,  and 
sixteen  inches  high,  cover  the  top  with  cheap  mirror — the 
wavier  the  better — to  represent  water  where  not  covered  with 
sand,  and  glue  a  strip  of  wood  about  two  inches  high  upon  or 
around  its  edges. 

A  large  metal  waiter  or  tra}'',  or  a  tight  wooden  sand-board 
supported  at  the  right  height,  will  of  course  answer.  And, 
instead  of  the  mirror,  the  inner  surface  may  be  painted  blue  to 
make  it  impervious  to  moisture  when  damp  sand  is  used,  and 
to  represent  water  when  exposed. 

Any  kind  of  sand  may  be  used,  from  pure  white  to  black 
molders'  sand,  but  brown  makes  the  most  natural  pictures, 
ordinarily.  It  may  be  used  dry,  but  gives  better  results 
damp. 

Vox  grass  use  real  moss,  or  coat  sheets  of  pasteboard  with 
paste  or  mucilage  and  cover  them  with  the  fine  green  shavings 
from  which  toy  trees  are  made,  or  dyed  moss,  which  can  be 
readil}'-  bought.  It  ma}'  then  be  cut  or  torn  in  any  shape  and 
size  desired,  or  whole  large  fields  laid  on  at  once. 

For  zcater^  if  the  sand-table  is  not  covered  with  mirror, 
which  is  the  best  representative,  sheets  of  tin-foil  may  be  used. 
If  rolled  up  loosely,  indented  here  and  there,  and  unrolled, 
they  have  a  wavy  appearance,  heightening  the  effect.  Or 
they  can  b2  pressed  over  sheets  of  corrugated  pasteboard  used 
for  packing. 

For  n'z'frs  and  brooks,  in  a  map  or  scene  on  a  small  scale, 
roll  up  long,  narrow  strips  of  tin-foil  and  curve  them  back  and 
forth,  to  suit  the  curvature  of  the  stream. 

For  green  hills  and  mountains  heap  up  the  sand  and  cover 
with  mo£S  or  artificial  grass. 

For  barren  or  rock}^  7nonntain  peaks^  use  natural  pieces  of 
rock. 


THE   PLAN   BOOK.  489 

For  trees  natural  evergreen  twigs,  or  artificial  trees. 

Vox  flowers  small  natural  or  artificial  flowers,  or  tiny  bits 
of  bright  colored  paper  or  clotb  sprinkled  upon  the  grass. 

For  wheat  fields  take  an  old  broom  and  cut  up  the  broom- 
straws  into  lengths  of  about  two  inches,  and  stick  them  in  the 
sand — leaving  diagonal  paths  here  and  there. 

For  Bible  animals — sheep,  camels,  donkeys,  cows,  dogs, 
horses,  pigs,  fish,  birds,  etc. — use  real  toys,  the  most  life-like 
and  proportionate  in  size  obtainable;  or  pictures — especially 
those  excellent  German  colored  ones  that  come  cut  out  and 
joined  in  sheets.  By  pasting  short  strips  of  pasteboard  to 
their  backs  and  spreading  them  at  the  bottom,  the  pictures 
will  stand  up  better,  and  will  even  stand  on  a  table. 

For  me7i  and  women^  children's  toy  clothespins  are  very 
serviceable — the  women  having  little  dresses  fastened  around 
the  neck  and  tied  at  the  waist  with  a  pretty  ribbon,  and  little 
shawls  folded  over  their  heads  and  caught  under  the  chin — 
some  dressed  in  bright  colors,  and  some  in  somber,  to  suit 
their  characters;  and  the  men,  or  such  as  are  to  be  individual- 
ized, wrapped  in  different  colored  cloth  to  designate  them — us- 
ing white  for  priests,  purple  for  kings,  red  for  fervent  Paul, 
etc.  Or,  pictures  of  men  and  women  may  be  used — especially 
cut  from  Bible  Picture  Cards. 

For  children  use  the  smaller  size  of  toy  clothes-pins. 

For  a  king  crown  a  purple  man  with  one  of  those  pretty 
little  gilt  crowns  that  are  used  for  stoppers  of  perfumery  bot- 
tles, etc. — whittling  the  "man's"  head  a  little  if  necessar3^  If 
the  king  is  an  old  man,  as  David  or  Solomon  in  old  age,  some 
raw  cotton  can  be  stuffed  in  the  crown  and  allowed  to  hang 
down  for  his  white  hair. 

For  the  Apostles^  in  order  to  move  them  readily  all  at  once, 
make  twelve  holes  in  two  rows  in  a  board,  and  insert  toy 
clothes-pins — or  squeeze  them  over  the  opposite  sides  of  the 
upturned  lid  of  a  narrow  pasteboard  box. 

For  the  Savior^  cut  out  the  best  picture  of  him  you  can 
find,  from  a  Bible  picture-card  or  fine  engraving  about  two 


490  THE   PLAN    BOOK. 

inches  high.  Or  use  a  lit,  white  Christmas  tree  candle,  to 
stand  for  the  light  of  the  world.  Or  gild  a  toy  clothes-pin,  to 
convey  the  same  idea.     Or  use  a  little  cross. 

For  a  multitude  of  people,  stick  matches  (previously  lit 
and  blown  out  to  make  them  safe)  in  holes  punched  irregu- 
larly in  a  strip  of  paste-board. 

For  soldiers^  use  colored  (dyed  or  painted  or  inked) 
matches,  say  red  for  one  army  and  blue  for  the  other,  similarly 
stuck  in  paste-board,  but  in  two  regular  rows.  If  modern  in- 
stead of  ancient  soldiers  are  wanted,  to  illustrate  some  Bible 
truth — as  guarding  our  hearts  against  its  enemies,  as  a  picket 
line  guards  a  camp,  or  fighting  against  evil,  or  following  our 
captain,  or  any  military  simile — use  those  printed  soldiers 
that  can  be  bought  on  strips  of  card-board  containing  ten  for  a 
cent.  Strips  of  Indians^  to  stand  for  various  sly  enemies,  can 
be  similarly  purchased. 

Tents  can  be  made  by  simply  bending  in  two  pieces  of 
card-board  about  twice  as  long  as  wide. 

And  a7icient  houses  of  square  wooden  or  paste-board  boxes 
with  a  parapet  pasted  around  the  top,  a  doorway  cut  out,  and 
outside  steps,  formed  by  bending  a  strip  of  paste-board  back 
and  forth,  pasted  on.  One  might  have  an  "upper  chamber" — 
a  little  block  or  box  pasted  on  its  top. 

For  city  walls^  strips  of  white  paste-board  will  answer, 
which  may  be  cut  out  on  top  to  represent  embattlements. 

Beautiful  ^^/^ii/<2/.y  may  be  cut  from  little  photographs  of 
L'  Arc  de  Triomphe  or  simply  cut  from  white  card-board. 

Cities  in  a  sand-map  of  Palestine  may  be  represented  by 
little  cards  or  blocks  of  wood  about  an  inch  square,  and  indi- 
cated by  drawing  upon  them  or  sticking  in  the  sand  beside 
them,  little  symbols  to  stand  for  events  connected  with  them 
in  the  minds  of  the  children,  as  a  cross  for  Jerusalem,  a  jar  for 
Cana,  a  hammer  for  Nazareth,  a  boat  for  Capernaum,  etc. 

A  toy  boat^  with  the  bottom  cut  off  so  it  w  11  stand  upright 
and  appear  sunk  in  the  water,  will  be  of  frequent  use. 

So  will  a  child's  toy  hammock^  for  a  fishing  net. 


THE  PLAN   BOOK.  491 

And  a  strip  of  paste-board  about  three  inches  wide  and  a 
foot  long,  bent  in  three  parts  for  the  back  and  two  sides  of  a 
rooju,  in  which  to  set  interior  scenes. 

And  a  little  box  about  half  an  inch  high  and  an  inch  and  a 
naif  long,  filled  with  sand,  for  a  raised  dais  or  platform  on 
which  to  set  rulers  or  speakers. 

The  children's  own  ingenuity  will  suggest  how  to  repre- 
sent such  utensils  or  other  things  as  they  may  need;  and 
should  also  be  employed  in  making  such  of  the  above  objects 
as  possible;  while  older  brothers  or  parents  should  assist  them 
at  first. 

They  should  be  given  some  special  place  to  keep  their 
sand-board  objects  in." — By  Frank  L.  Hamilton^  in  D.  C. 
Cooky's  Sabbath  School  Quarterly. 


DRAWING  AND  CONSTRUCTION  WORK. 

FIFTH  GRADE. 

Make  architecture  the  subject  of  several  drawing  lessons. 
Study  the  forms  employed  by  the  Greeks  and  Romans.  Show 
pupils  pictures  of  temples  and  cathedrals.  Recall  the  story  of 
Raphael  and  the  enjoyment  he  derived  from  this  study. 

Tell  the  pupils  about  the  part  the  Parthenon  had  played 
in  history,  and  compare  it  with  other  temples.  Talk  to  them 
about  the  use  of  the  different  parts  of  the  building. 

Why  were  the  pillars  necessary  ?  Used  as  a  means  of 
support,  and  for  the  winding  in  and  out  of  the  long  proces- 
sions which  were  a  feature  of  the  religious  services  of  the 
Greeks  and  Romans.  The  pillars  may  be  made  by  roll- 
ing and  pasting  together  slips  of  stiff  white  paper.  Let  dif- 
ferent pupils  make  different  parts,  and  the  pupil  who  shows 
himself  most  clever  in  the  work  may  fit  the  parts  together. 

Dress  dolls  to  represent  Greeks  and  Romans. 

Let  the  pupils  build  the  Parthenon  out  of  models  furnished 
by  the  drawing  department.  Next  draw  the  temple  and  then 
Cjustruct  one  from  cardboard  and  paper. 


492  THE   PLAN   BOOK. 


fti»?*T*Ti)r*i*r»ri>7virri^^ 


1 


DECEMBER  SQENCE  LESSONS,    i 


The  Weather. 

The  atmosphere,  temperature,  weather  record,  action  and 
direction  of  winds,  kinds  and  names  of  clouds  likely  to  occur, 
action  of  the  frost,  decrease  in  natural  heat  and  necessity  of 
artificial  heat,  the  use  of  the  thermometer. 

The  Sun. 

Sun  and  its  changes,  sun-light,  sun-glass,  prism  colors, 
light  and  heat. 

The  Moon. 

The  moon  and  its  phases,  reflected  light. 

The  Stars. 

The  North  Star,  compare  position  with  others. 
The  Big  Dipper,  its  movement. 
The  Bear. 

Light  and  the  human  eye,  reflection  and  refraction.  Mir- 
rors, lenses,  telescopes  and  microscopes. 

Plant  Life. 
The  evergreen. 
Tea  and  Coffee. 

Vegetable  foods  and  drink  in  connection  with  physiology 
lessons. 

Vegetable  products,  timber. 

Animal  Life. 

The  sheep,  deer,  moose,  rabbit  and  camel. 

The  snow  bird,  goose. 

Animal  food  in  connection  with  the  physiology  lessons. 

Animal  products. 


THE   PLAN   BOOK.  493 

MlNKKALS. 

Limestone,  granite,  marble. 
Magnetism. 

Related  Topics. 

The  building,  lighting  and  heating  of  houses.  Materials 
used. 

A  Carpenter's  Work. 

Books  of  Reference  for  Science  Lessons. 

A  Year  with  the  Trees,  by  Wilson,  Flag  Educational  Pub. 
Co.,  Boston. 

Among  the  Trees,  Mrs.  Dyson. 

How  to  Study  Plants,  by  A.  Wood,  A.  S.  Barnes  &  Co. 

The  Succession  of  Forest  Trees,  by  Thoreau,  Houghton, 
Mifflin  &  Co. 

Animal  Memoirs;  Part  I.,  Mammals;  Part  II.,  Birds;  by 
Lockwood,  American  Book  Co. 

My  Saturday  with  a  Bird  Class,  by  Mary  Miller,  D.  C. 
Heath  &  Co. 

Outline  Lessons  in  Botany,  Part  II. 

A  Reader  in  Botany,  Part  I.,  by  Newell,  Ginn  &  Co. 

Guides  for  Science  Teaching. 

First  Lessons  in  Minerals,  VIII.,  D.  C.  Heath  &  Co. 

The  Great  World's  Farm,  by  Gage,  Seeley  &  Co.  (Mac- 
millan.) 

The  Beauties  of  Nature,  by  Gage,  Seeley  &  Co.  (Macmil- 
lan.) 

Coal  and  Coal  Mines,  Houghton,  Mifflin  &  Co. 

Madam  How  and  Lady  Why,  by  Kingsley,  Macmillan  Co. 

Directions  for  Teaching  Geology  (pamphlet),  Shaler,  D.  C. 
Heath  &  Co. 

First  Book  in  Geology,  D.  C.  Heath  &  Co. 

Winchell's  Geological  Excursions. 

Seaside  and  Wayside,  D.  C.  Heath  &  Co. 


404  THE   PLAN   BOOK. 


*ilnlr*n>-*-<rr<m>',s-Hn»-t'Hr;^^ 


THE  STARS. 


The  story  of  the  Star  which  led  the  wise  men  to  the  Christ 
Child  leads  naturally  to  a  study  of  the  eternal  stars  and  the 
beauty  of  the  heavens.  During  the  weeks  following  Christmas 
the  heavens  are  ablaze  with  glory  and  the  stud}^  of  the  stars 
begun  this  month,  may  be  continued  in  January. 

There  are  few  periods  which  rival  in  the  delight  they  give 
in  these  weeks  of  observation  of  the  heavenly  b.  dies.  Mar- 
velous explanations  of  their  nature  and  origin  are  contributed, 
for  child  mythology  abounds  and  the  accompanying  careful 
observation  is  a  constant  joy. 

Light  has  from  time  immemorial  been  the  symbol  of  holi- 
ness and  truth,  and  worship  of  light  marks  the  growth  into 
aspiration  after  goodness. 

Star  Lessons. 

MORNING    EXERCISES. 

"When  I  consider  Thy  heavens,  the  work  of  Thy  fingers,  the  moon 
and  the  stars,  which  Thou  hast  ordained;  what  is  man,  that  Thou  art 
mindful  of  him?  and  the  son  of  man,  that  Thou  visitest  him?"       — Psalm. 

"He  tellelh  the  number  of  the  stars;  He  calleth  them  all  by  their 
names."  — Psalm  i^j;  4.. 

MATERIALS    FOR    LESSONS. 

Note  books,  pencils,  compass,  magnet,  copies  of  American 
Almanacs  and  a  star  atlas  or  chart. 

This  last  will  be  necessary  in  order  to  teach  the  shape  of 
each  group. 

A  star  chart  and  key  may  be  found  in  Frye's  Brooks  and 
Basins,  by  Ginn  &  Co. 


THE   PLAN   BOOK.  495 

REVIEW  WORK. 

Before  beginning  lessons  on  the  stars,  review  lessons  on 
the  sun  and  moon. 

Find  from  the  almanac  the  date  for  the  new  moon  and  the 
time  of  rising;  the  time  and  place  of  the  rising  and  setting  of 
the  sun. 

"On  December  22,  the  sun  reaches  the  limit  of  his  jour- 
ney southward,  and  the  place  of  sunset  seems  to  be  the  same 
for  a  few  days.  When  the  northward  journey  begins  the  days 
lengthen.  In  reality  the  earth  has  journeyed  northeast  for 
six  months,  as  we  know  from  the  zodiac,  which  extends  north- 
east from  the  western  horizon.  This  aspect  of  the  zodiac  at 
sunset  December  22  may  be  observed  about  7  p.  m.  during  the 
first  week  in  December,  when  Pisces  is  on  the  meridian,  about 
halfway  between  the  zenith  and  the  southern  horizon." 

— From  School  Education^  by  Catherine  Brown. 

Which  gives  the  most  light,  the  sun  or  the  moon  ?  The 
moon  or  the  stars  ?  Why  is  the  sun  brighter  than  the  moon  ? 
Why  is  the  moon  brighter  than  the  stars?  Are  the  stars 
farther  away  than  the  moon  ?  Which  is  the  larger,  the  moon 
or  stars  ?  What  are  the  stars  ?  The  stars  that  shine  with  a 
steady  light  are  planets  like  our  own  earth.  The  stars  that 
twinkle  are  suns.  They  seem  small  because  they  are  so  far 
away.  What  do  the  stars  seem  to  do  on  cold  nights?  To 
what  is  the  twinkling  appearance  due  ?  To  atmosphere  con- 
ditions. Which  is  the  brightest  planet  ?  Venus,  the  brightest 
planet,  may  sometimes  be  seen  in  the  day  and  always  in  the 
east  or  west.  What  is  the  largest  star  ?  Jupiter  is  the  largest 
star  and  may  be  found  in  the  south.  What  stars  or  constella- 
tions are  most  easily  found?  The  Evening  Star,  the  Great 
Bear  or  Dipper,  the  North  Star,  Casseopeia  and  the  Dragon. 
Of  what  use  are  the  stars  ?  For  light,  for  guidance,  as  the  North 
Star.  What  helped  to  guide  Columbus  over  the  ocean  to  our 
country?     What  was  the  name  of  that  star? 


'i96  THE    PLAN    BOOK. 

Literature. 

Stars  are  of  mighty  use;  the  night 

Is  dark  and  long; 
The  road  foul,  and  where  one  goes  right, 
Six  may  go  wrong. 
One  twinkling  ray 

Shot  o'er  some  cloud 
May  clear  much  way, 

And  guide  a  crowd.  — H.   Vaughan. 

Memorize  this  gem. 

Tell  the  story  of  two  astronomers,  Copericus  and  Galileo, 
and  the  story  of  lo. 

Copernicus  and  Galileo. 

Copernicus  was  an  astronomer  who  lived  in  the  year  1473. 
He  believed  that  the  sun  was  the  center  of  the  system  of  plan- 
ets and  that  the  earth  was  one  of  its  family,  making  a  yearly 
journey  around  it  in  three  hundred  and  sixty-five  days.  He 
published  a  book  shortly  before  his  death  giving  reasons  for 
his  theory,  which  he  doubtless  had  feared  to  publish  earlier  as 
it  was  generally  believed  that  the  earth  was  stationnry,  the 
sun,  moon  and  planets  moving  around  it.  Galileo  learned  of 
the  new  theory  from  an  astronomer  who  had  read  the  little 
book  of  Copernicus,  and  he  thought  it  must  be  right,  but 
wished  to  prove  it. 

While  Galileo  was  studying  and  watching,  an  important 
discovery  was  made  by  a  child.  A  little  boy,  the  son  of  an 
optician  in  Holland,  while  playing  in  his  father's  shop  with 
some  glasses,  put  two  of  them  together  in  such  a  way  that 
looking  through  them  made  distant  objects  appear  near. 
Galileo  heard  of  the  glasses  made  by  the  optician  and  wished 
earnestly  that  he  might  find  a  way  to  make  the  stars  appear 
nearer.  After  much  thought  he  constructed  a  telescope,  and 
looking  up  to  the  milky-way  found  it  contained  hundreds  of 
stars.  He  then  looked  at  Jupiter  and  saw  a  wonderful  sight. 
The  great  planet  had  four  moons  traveling  round  it,  just  in 
the  same  way  that  the  earth  and  planets  travel  round  the  sun. 


THE   PLAN    BOOK.  497 

He  was  delighted  with  this  important  discovery,  and  many 
people  went  to  look  at  Jupiter  through  his  telescope. 

He  wrote  a  book,  but  as  the  most  powerful  people  at  that 
time  did  not  believe  in  his  theories  he  was  made  a  prisoner. 
A.S  his  life  was  in  danger  unless  he  denied  that  the  earth 
moved,  the  poor  old  ma^  was  obliged  to  say  he  might  be  wrong. 
He  was  set  at  liberty,  but  his  sight  began  to  fail,  and  for  five 
years  before  his  death  he  was  blind.  He  lived  to  be  nearly 
eighty  years  of  age. — From  School  Education. 

LESSON  II. 

The  Evening  Star. 

How  many  people  have  noticed  a  star  in  the  sky  while 
walking  home  from  school  in  the  evening?  What  is  the  name 
of  that  star?  Where  was  it?  Ask  pupils  to  notice  the  star 
that  rises  higher  and  higher  and  passes  to  the  west.  Show 
pupils  how  to  find  the  star  on  the  map,  chart  or  atlas.  Mercury 
will  be  the  evening  star  December  20,  and  Venus  and  Jupiter 
morning  stars.  Call  pupils'  attention  to  Venus  or  Jupiter,  and 
notice  that  it  changes  its  position  among  the  other  stars. 
They  rise  after  midnight  this  month. 

Literature. 
The  Star  of  Bethlehem. 
The  Evening  Star,  Hiawatha. 
The  Moon  and  One  Star. 

Songs. 
The  Evening  Star.     Tomlins'  Child  Garden  of  Song. 
Shine  Out,  O  Blessed  Star.     Plan  Book. 
The  Evening  Star.     Fifty  Children's  Songs. 

LESSON  III. 

The  North  Star  and  Dipper. 

Show  the  North,  or  Pole,  star,  and  let  pupils  see  a  com- 
pass or  magnetized  needle  point  toward  it.  What  use  is  this  to 
sailors?     Teach  the  use  of  the  magnet  and  compass. 


498  THE    PLAN    ROOK. 

Dipper. — From  the  North  Star  lead  to  the  "pointers"  and 
the  rest  of  the  Dipper  and  the  Great  Bear. 

The  first  bright  star  in  a  line  with  the  two  pointers  of  the 
Dipper  is  the  North  Star.  This  is  the  outermost  star  of  the 
handle  of  the  Little  Dipper.  The  two  bright  stars  in  the  bowl 
are  the  "Guardians  of  the  Pole." 

The  Great  Dipper  is  part  of  the  constellation  of  the  Great 
Bear,  and  when  pupils  can  find  the  Pole  Star  they  can  find  the 
Little  Bear.  In  olden  times  the  Pole  Star  was  sometimes 
called  the  Star  of  Arcady,  because  Callisto's  son  was  named 
Areas  and  their  home  was  Arcadia.     Do  j^ou  know  this  story  ? 

The  Great  Bear  and  the  Little  Bear. 

Callisto  was  a  beautiful  princess  who  spent  her  time  hunt- 
ing. One  day  she  offended  Juno,  who  changed  her  into  a  bear. 
She  had  now  to  prowl  round  in  the  woods,  afraid  of  the  dogs  by 
day  and  of  wild  beasts  b}'  night,  for  she  often  forgot  she  was 
a  bear.  After  some  years  her  little  son  had  grown  to  be  a 
noble  prince,  and  hunted  in  the  woods.  One  day  the  poor 
bear  saw  him  and  stood  up  on  her  hind  feet  to  embrace  him, 
but  he  raised  his  spear  to  kill  her,  not  knowing  it  was  his 
mother.  Then  Jupiter,  feeling  sorry  for  Callisto,  changed  her 
son  into  a  bear  and  set  them  both  in  the  sky.  Juno  was  still 
angry  and  begged  Old  Ocean  not  to  let  them  bathe  in  his 
waters,  but  to  compel  them  to  prowl  round  and  round  in  the 
sky.  There  you  may  still  see  all  three  on  a  clear  moonlight 
night. 

Drawing. 

Draw  and  cut  five  and  six  pointed  stars  and  crescents  to  be 
used  in  making  Christmas  cards. 

Draw  constellations,  connecting  the  stars  with  lines  to  give 
form  to  the  clusters  of  stars  called  The  Long  Handled  Dipper, 
The  Lady's  Chair,  and  others.  Drav/  or  paint  a  moonlight 
scene.  Illustrate  the  Diamond  Dipper,  the  Star  of  Bethlehem, 
or  one  of  the  star  legends. 


the  plan  book.  499 

Language. 
Memorizing  of  poems. 
Reproduction  of  myths  and  stories. 

Be  strong  to  hope,  O  heart! 

Though  day  is  bright, 
The  stars  can  only  shine 

In  the  dark  night. 
Be  strong,  O  heart! 

lyook  to  the  light.  — Adelaide  Proctor, 

Reading  Lessons. 

About  The  Stars.     Rand-McNally  Fourth  Reader. 

The  Planets.     Harper's  Fourth  Reader. 

A  Child's  Dream  of  a  Star.     New  Era  Fifth  Reader. 

Daisies  and  Stars.   Normal  Third  Reader.  Todd  &  Powell. 

The  Little  Match  Girl. 

Wynken,  Blynken  and  Nod. 

(Star  lessons  to  be  continued.) 

Songs. 

The  Evening  Star.     Tomlins'  Child  Garden  of  Song. 

Stars.     Tomlins'  Child  Garden  of  Song. 

The  Child  and  the  Star.     Smith  No.  2. 

Stars  and  Daisies.     Smith  No.  2. 

Can  You  Count  the  Stars?     Smith  No.  L 

Stars  of  Light.     Song  Treasures. 

Shine  Out  O  Star.     Songs  in  Season. 

Star  of  the  Evening.     New  Silver  Carols. 

The  Evening  Star.     Songs  of  Life  and  Nature. 

Literature — Poems. 

Starlight.     Lucy  Larcom. 

A  Naughty  Comet.     Lovejoy's  Nature  in  Verse. 

A  Star's  Ball.     Lovejoy's  Nature  in  Verse. 

Light  of  Stars.     Longfellow. 

Eyes  of  Angels.     Rhymes  and  Tales,  by  Kriege. 

Can  you  Count  the  Stars?     Nature  in  Verse,  Lovejoy's, 

Stars.     In  Around  the  Year,  by  Miss  Holbrook. 


500  the  plan  book. 

Stories. 

Hiawatha's  Evening  and  Morning  Star. 
Wynken,  Blynken  and  Nod. 

Stories  and  jMyths. 
Callisto. 

Child's  Dream  of  a  Star.     Dickens. 
The  Little  Match  Girl. 
Will  O^  the  Wisp.     Mrs.  Gayley. 
Parables  from  Nature. 
Story  of  Galileo. 
Story  of  Newton. 
Story  of  lo,  in  Stories  of  Long  Ago.     D.  C.  Heath  &  Co. 

Reference  Books. 

Among  the  Stars.  Agnes  Giberne.  (May  be  read  to  the 
younger  pupils  and  by  the  older  pupils.) 

Astronomy  by  Observation.     By  Eliza  A.  Bowen. 

Proctor's  Works. 

Ball's  Works. 

The  Age  of  Fable.  By  Bulfinch  or  Gayley,  and  Classic 
Myths  in  English  Ltterature.  (These  last  two  books  contain 
most  of  the  myths  in  regard  to  the  stars.) 


SIR  ISAAC  NEWTON. 

On  Christmas  day,  two  hundred  and  fifty-seven  years  ago. 
was  born  one  of  the  world's  great  helpers,  Isaac  Newton.  He 
gave  to  the  world  in  so  many  ways  that  it  seemed  to  me  his 
story  would  be  a  good  one  to  use  in  connection  with  our  lessons 
on  kindness  and  helpfulness  this  morth. 

When  Isaac  was  a  child  he  was  not  a  particularly  bright 
boy,  but  showed  remarkable  ingenuity  in  all  mechanical 
occupations. 

Isaac  lived  with  his  grandmother,  who  was  very  proud  of 
his  skill  with  tools.     He  had  no  tools,  such  as  we  buy  and  use 


THE    PLAN    BOOK.  501 

now-a  days,  so  made  a  set  of  tools  and  saws  of  different  sizes 
for  himself.  With  the  aid  of  these  he  managed  to  make  many 
curious  articles  and  made  them  well. 

His  grandmother  used  to  show  these  things  to  his  play- 
mates and  the  neighbors,  and  together  they  wondered  over 
Isaac's  future. 

They  predicted  that  he  would  become  a  great  architect 
and  would  build  splendid  palaces  and  churches,  or  perhaps  a 
clock  maker,  and  make  beautiful  and  curious  clocks. 

This  was  because  of  his  inventing  a  kind  of  clock  that  no 
one  had  ever  used  before.  It  was  set  going  by  the  dropping 
of  water,  instead  of  wheels  and  weights  like  the  other  clocks 
made  at  that  time. 

Then  Isaac  made  a  sun-dial  for  his  grandmother.  The 
water  clock  would  tell  the  time  in  the  shade  and  the  dial  in 
the  sunshine. 

This  sun-dial  is  said  to  be  in  existence  yet,  in  his  old  home 
at  Woolsthorpe,  Bngland,  where  he  was  born. 

Isaac  had  a  way  also  of  finding  out  things  for  himself. 
When  he  wanted  to  find  out  the  strength  of  the  wind,  he 
made  the  wind  itself  tell  him  what  he  wished  to  know.  He 
jumped  against  the  wind,  and  by  the  length  of  his  jump  he 
could  calculate  the  force  of  a  light  breeze,  a  brisk  wind,  or  a 
tempest.     Can  you  do  this  ?     Did  you  ever  try  it  ? 

Then  Isaac  won  the  admiration  of  all  his  playmates  by 
building  a  windmill.  Near  his  grandmother's  home  was  a 
new  kind  of  windmill.  Isaac  did  not  understand  it,  and 
would  spend  hours  iu  watching  it  and  examining  its  machinery. 

After  he  had  found  out  all  about  its  construction  and  man- 
ner of  working,  he  built  a  mill  of  his  own,  exactly  like  it. 

Its  sails  were  made  of  linen  and  its  machinery  was  com- 
plete. If  Isaac  put  in  a  handful  of  grain  it  would  soon  be 
changed  to  flour.  He  could  not  make  a  miller  so  he  caught  a 
mouse  and  appointed  him  to  that  position. 

As  Isaac  grew  older  he  liked  to  read  books  of  mathematics 
or  natural  philosophy.      He  saw  about   him  on   every  hand 


502  THE   PLAN   BOOK. 

wonders  which  he  did  not  understand  and  which  no  one  could 
explain  to  him. 

He  wondered  if  the  stars  were  worlds  like  our  own,  or  only 
lamps  set  in  the  sk5^  If  they  were  worlds  what  kept  them  in 
their  course,  and  how  far  away  from  the  world  were  they? 
Years  afterwards  he  found  out  all  these  things,  and  gave  his 
knowledge  to  the  world,  but  it  took  many  long  years  of  hard 
study  and  woik. 

No  one  could  tell  him  what  the  sunshine  was  composed  of. 
He  was  the  first  to  find  out  and  explain  the  composition  of 
light.  He  divided  light  into  seven  colors,  by  means  of  a  glass 
prism,  and  with  a  second  prism  united  the  colors  again. 

From  such  a  simple  action  as  the  falling  of  an  apple  on  his 
head  he  was  led  to  discover  the  force  of  gravitation,  which 
keeps  the  heavenly  bodies  in  their  course.  He  reasoned  that 
there  must  be  some  power  in  the  earth  to  attract  the  apple. 
Then  he  proved  that  the  earth  attracts  the  moon  and  the  moon 
attracts  the  ocean,  the  sun  attracts  the  earth  and  other  planets. 

In  this  way  he  explained  the  tides  and  the  laws  by  which 
the  planets  are  guided  through  the  sky,  each  helping  the  others 
to  travel  in  their  appointed  paths. 

This  he  did  by  spending  night  after  night  in  a  high  tower, 
gazing  at  these  heavenly  bodies  through  a  telescope. 

A  -story  which  illustrates  his  kindness  of  heart  is  that  of 
his  little  dog.  Diamond.  He  had  been  working  for  twenty 
years  studying  the  theory  of  light  and  had  written  out  the  dis- 
coveries which  he  had  made  during  that  time. 

The  manuscript  was  lying  upon  a  table  in  his  room.  He 
went  out  one  day  leaving  his  little  dog  asleep  before  the  fire. 
During  his  absence  the  dog  jumped  upon  the  table  and  over- 
turned the  lighted  candle.  The  papers  caught  fire  and  were 
reduced  to  ashes  before  Sir  Isaac  Newton  returned. 

Just  think  of  twenty  years  of  work  being  destroyed  in 
twenty  minutes!  Sir  Isaac  showed  no  anger,  however.  He 
patted  the  dog's  head  with  his  usual  kindness,  and  said :  '^  O, 
Diamond,  thou  little  knowest  the  mischief  thou  hast  done." 


THE  PLAN   BOOK.  503 

But  he  grieved  over  his  loss  for  many  years,  and  his  health 
and  spirits  were  affected  for  some  time  afterward. 

Newton  was  knighted  by  the  King  and  made  a  member  of 
parliament  in  his  later  years,  but  he  cared  little  for  these 
honors. 

He  lived  to  be  a  very  old  man,  and  died  honored  and  loved 
by  many  nations. 


HEAT. 

Necessity  op  Artificial  Heat  in  Winter. 
Ways  of  Heating  Homes. 

"The  lamps  are  lit,  the  fires  burn  bright,  the  house  is  full 
of  life  and  light."  Call  attention  to  the  difference  in  clothing 
worn  by  pupils  in  summer  and  winter.  What  necessitates 
this  change?  What  supplies  heat  in  the  summer?  What  sup- 
plies us  now?  Why  does  the  sun  not  give  us  sufficent  heat 
now?  Do  we  have  as  many  hours  of  sunshine  now  as  in  Sep- 
tember days?  The  days  are  not  so  long  and  we  do  not  see  the 
sun  so  late  and  the  air  does  not  become  heated  as  in  summer. 
The  children  have  already  observed  that  the  sun  does  not  seem 
so  high  at  noon,  as  the  days  pass,  so  we  do  not  get  direct  rays. 

What  ways  have  we  of  heating?  Let  pupils  explain  the 
manner  of  obtaining  heat  by  use  of  fireplaces,  stoves,  furnaces, 
hot  water  pipes,  etc.  What  means  had  the  Indians,  Pilgrims 
and  Bsquimo  of  securing  warmth?  How  was  fire  discov- 
ered? Fire  was  discovered  and  made  by  rubbing  pieces  of 
wood  or  stone  together.  Grass,  dried  substances  or  wood  were 
burned  on  the  ground. 

Later  fires  were  built  upon  a  hearth  of  bricks,  over  which  a 
chimney  was  built  to  carry  off  the  smoke.  By  and  by  a  better 
way  of  heating  was  found  and  we  used  stoves  until  the  fur- 
naces and  hot  water  pipes  and  steam  were  made  use  of. 

Tell  about  primitive  ways  of  keeping  warm,  shown  by  the 
Eskimos  and  Laplanders  of  to-day.     In  olden  times  foot  stoves 


504  THE   PLAN   BOOK. 

were  used  in  halls  and  churches.  Savage  tribes  build  fires 
and  lie  down  by  them  to  rest.  Show  pupils  pictures  of  primi- 
tive fire  places  and  explain  fully. 

Tell  pupils  about  the  Goddess  of  the  hearth,  Vesta.  Show 
a  picture  of  the  Temple  of  Vesta.  Story  and  picture  may  be 
found  in  Miss  Holbrook's  "Around  the  Year  in   Myth  and 

Song." 

"Heap  on  more  wood!  the  wind  is  chill, 

But  let  it  whistle  as  it  will, 
We'll  keep  our  Christmas  merry  still." 

Tell  the  children  of  the  yule  log  that  is  being  prepared 
about  this  time  for  the  Christmas-fire  in  England. 

The  yule  log,  that  Christmas  emblem  of  hospitality  and 
good  cheer,  has  not  yet  come  to  sparkle  and  burn  on  our  hearth- 
stones.    It  remains  distinctively  an  English  custom. 

This  yule  log  is  always  cut  the  year  before  so  that  it  may 
be  well  seasoned  and  dried  to  send  out  its  sparkle  and  cheer 
when  placed  in  the  great  wide  fire-place  on  Christmas  eve. 
For  the  good  cheer  it  represents  is  greeted  with  bared  heads  by 
the  laborers  as  it  is  dragged  from  its  place  in  the  woods. 

They  sing  as  they  place  the  burning  brands  beneath  it,  and 
then  the  children  dance  about,  shouting  with  glee  underneath 
the  overhanging  mistletoe. 

A  part  of  the  yule  log  is  kept  to  light  the  log  the  following 
year,  and  a  song  accompanies  the  lighting  of  this  brand: 

Kindle  the  Christmas  brand  and  then 

Till  sunset  let  it  burne; 
Which  quenched,  then  lay  it  up  agen, 

Till  Christmas  next  returne. 
Part  must  be  kept  wherewith  to  tend 

The  Christmas  log  next  yeare; 
And  where  it  is  safely  kept  the  fiend 

Can  do  no  mischief  there. 

The  last  two  lines  refer  to  a  popular  superstition  that  where 
this  brand  is  placed  to  remain  till  the  next  year  no  harm  can 
come,  and  in  France  it  is  even  believed  that  it  keeps  away  the 
pestilence. 


THE  PLAN   BOOK.  505 

Are  tlie  poor  glad  to  have  winter  come?  Lead  children  to 
see  the  other  side  of  the  Christmas  picture.  Tell  them  the 
Story  of  the  Little  Match  Girl,  by  Hans  Andersen,  in  Plan 
Book,  December,  1897. 

Literature. 

Stories  of  Prometheus  and  the  Secret  of  Fire. 

How  Beaver  Stole  Fire  from  the  Pines,  Alice  Krackowizer. 

How  the  Robin  Got  His  Red  Breast,  by  Whittier,  or  Flora 
Cooke. 

The  Secret  of  Fire,  by  Flora  Cooke. 

To  illustrate  how  man  can  live  in  cold  countries  by  using 
fire,  tell  the  story  of  "The  North  Wind  and  Shingebis,  the 
Diver,"  from  Hiawatha. 

Vesta. 

Vesta  is  the  goddess  of  the  hearth.  Fire  is  the  emblem  of 
hospitality  and  friendship.  Hundreds  of  years  ago  the 
Romans  erected  buildings  and  temples  dedicated  to  the  Goddess 
Vesta.  One  of  these  temples  still  remains  in  Rome  and  it  is 
a  beautiful  little  shrine. 

In  this  temple  of  Vesta  the  fire  was  kept  burning  day  and 
night,  for  the  people  believed  that  if  the  fire  was  allowed  to 
die,  great  trouble  would  come  upon  the  people.  Tiny  girls 
were  chosen  to  guard  the  fire  and  honor  the  goddess,  and  these 
little  maidens  were  called  vestal  virgins. 

These  little  six-year-old  girls  served  ten  years  at  the  altar 
fires  of  the  goddess,  and  after  that  they  became  teachers  of  the 
children.  It  was  considered  a  great  honor  to  be  chosen  for 
this  position  and  in  the  great  celebrations  which  the  Romans 
gave  the  vestal  virgins  had  an  honored  place  in  the  procession. 

Show  picture  of  the  Temple  of  Vesta.  One  may  be  found 
in  Miss  Holbrook's  Around  the  Year  in  Myth  and  Song. 


506  THE   PLAN    BOOK. 


•.iVn^riWT^i 


ANIMAL  LIFE. 


;lACL^^I»LV.Ji^MW^Mf.^^ 


What  animals  supply  us  with  food  and  clothing  necessary 
for  the  winter  months  ? 

Talk  about  the  necessity  of  clothing  which  will  prevent 
the  escape  of  heat  from  the  bod3\  Talk  about  the  necessity 
of  heat-giving  foods  and  the  animals  that  supply  them.  Talk 
about  the  animals  that  furnish  fur,  as  rabbit,  squirrel,  beaver, 
bear,  mink,  seal  and  deer. 

The  other  animals  that  gives  us  food  and  bedding.  (Fowls.) 
The  animals  that  give  us  wool  for  yarn,  cloth  and  blankets. 
Speak  of  our  dependence  upon  animal  life  for  comfort,  and  the 
work  of  the  shepherd,  the  hunter,  and  trapper  who  provides  us 
with  these  necessities. 

THE  GOOSE. 

What  bird  or  fowl  is  sometimes  called  the  Christmas  bird  ? 
Why  ?  What  fowls  wall  you  use  for  food  at  the  Christmas 
dinner?  What  fowl  is  ofteuest  used  for  the  Ihanksgiving 
dinner?  Are  the  goose  and  turkey  alike?  How  different? 
How  many  have  ever  seen  a  flock  of  geese  ?  Who  leads  the 
flock?  How  do  they  walk?  What  do  we  call  the  leader  and 
the  largest  goose  of  all  ?     What  do  we  call  a  young  goose? 

OUTLINK  FOR  StUDY. 

Boat  shaped  body;  soft,  oily  white  or  gray  feathers;  wings 
of  medium  size  and  very  strong;  legs  placed  far  apart  and  far 
back;  webbed  feet;  bill  broad  and  pointed;  long  neck;  eats 
grass  and  grain  and  small  animals  which  it  obtains  in  the 
water  and  mud;  swims;  likes  cold  water;  lays  eggs  in  nest  on 
ground;  eggs  twice  the  size  of  hen's  eggs.  Language  of  the 
goose — hisses,  says  "th."  Use;  flesh  used  for  food;  feathers 
for  making  pillows  and  feather  beds;  quills  of  feathers  used  as 
pens  and  paint  brushes. 


the  plan  book.  507 

Drawing. 

Draw  a  flock  of  geese  walking  and  flying;  cut  and  mount  a 
flock  of  geese. 

Singing. 

"The  Wild  Geese  are  Flying,"  in  Child  Garden  of  Song, 
by  Tomlins. 

Literature. 

Story  of  the  Geese  that  Saved  a  City;  the  Goose  that  led 
a  Woman  to  Church,  in  Feathers  and  Fur,  by  Johonnot;  the 
Goose  that  Laid  the  Golden  Egg. 


THE  SHEEP. 

Materials  for  Lesson. 

Sheep  leather  (ordinary  chamois  skin),  wool,  mutton,  fat, 
pictures  of  sheep,  wool  products. 

Description — Size  and  Shape. 

Covering.     Thick  wool. 

Color.     White  or  brown. 

Characteristics.  Lambs,  playful;  love  their  master;  tame 
sneep,  timid. 

In  character  the  sheep  is  the  type  of  patience,  meeknesS) 
and  gentleness.  It  has  another  trait — that  of  following  a  leader 
or  companions.  It  often  goes  astray  when  not  watched.  Why 
is  it  necessary  to  watch  them?  What  enemies  do  sheep  have? 
What  means  of  defence? 

Wild  sheep,  bold,  pugnacious;  crowd  together  when  fright- 
ened; defend  with  horns;  rams  defend  flocks;  stamp  foot  to 
show  anger;  adapted  for  steep  hills;  lie  down  to  chew  cud. 

Teeth.     No  teeth  on  upper  jaw;  callous  pad  instead. 

Nose.     Pointed;  nostrils  close  together. 

Horns.'    Form   a   curl;  rough   (many    sheep   have  none) 
Means  of  defence. 


508  THE   PLAN   BOOK. 

Limbs.     Small;  frail. 

Toes.     Walk  on  toe-nails;  two  on  each  foot  (cloven). 

Food.  (Chews  cud.)  Grass,  hay,  clover,  beans,  turnips 
carrots,  beets,  corn,  salt. 

Care.     Shepherds  and  dogs. 

Use.  Wool;  skin — for  gloves,  book-covers,  pelts,  rugs,  lin- 
ings for  coats  and  gloves,  flesh  to  eat  (mutton);  fat  (mutton 
tallow)  for  candles,  soap,  healing  ointments;  tongue — for  food. 

Winter  home.     Sheep  house  or  fold. 

Summer  home.     Fields. 

General  talk  on  mountainous  home  in  cold  climate.  Shep- 
herds and  their  relation  to  sheep.  The  dogs  and  their  work. 
Sheep  raising  in  western  country. 

Reading. 

Sagacity  of  Sheep,  Carpenter's  Mental  Physiology,  pp.  102- 
103.     Sheep  on  the  Russian  Steppes.     Merino  sheep. 

Reference  Books. 

Stories  of  Industry,  Vol.  11,  (woolens). 

Lydekker's  Encyclopedia  (good  pictures). 

Cyclopedia  Britannica,  Vol.  XXI. 

Familiar  Animals  and  their  Kindred,  James  Monteith. 

Howe's  Systematic  Science. 

Geography. 

Locate  districts  where  sheep  are  raised.  Make  rough 
map.  More  sheep  are  raised  in  Ohio,  California,  Michigan, 
Texas,  than  any  other  states. 

Drawing. 

With  brush  and  ink  make  silhouettes  of  "  Bo  Peep  "  and 
Sheep. 

Draw  sheep  and  sheep  fold. 

Study  of  the  picture  "  The  Shepherdess  "  by  Millet,  or  by 
Lerolle. 

Illustrate  a  sheep  story. 


"  the  plan  book.  509 

Literature. 

The  Bible  story  of  the  Shepherd  and  the  Sheep. 

Story  of  Kablu  (Shepherd  Life),  Jane  Andrews,  Ten  Boys 
who  Lived  Long  Ago. 

The  story  of  the  Boy  Who  Played  a  Joke  and  Lost  His 
Sheep. 

Arachne  and  the  Spider. 

Mary  and  Her  Lamb. 

New  Work  for  Pense,  Each  and  All,  Jane  Andrews. 

Songs. 

I  Am  the  Shepherd,  Fountain  Song  No.  4. 
The  Shepherd  Girl,  Gems  of  School  Song. 
The  Children  and  Sheep,  Song  Stories. 

Spelling. 

Make  list  of  all  the  kinds  of  cloth  manufactured  of  wool 
and  articles  made  of  wool.  Spell  and  define  them.  Take  the 
word  shoddy^  for  instance.  As  applied  here,  it  refers  to  a  kind 
of  coarse  goods  used  for  carpets,  rugs  and  rough  cloth  used  for 
overcoats. 

History. 

Used  during  and  before  Bible  times.  The  Romans,  Greeks, 
Hebrews  and  Egyptians  all  used  it. 

Show  pictures  of  these  people,  showing  how  their  garments 
were  made  and  worn. 

Find  the  countries  where  these  people  lived. 


"And  never  more  the  blessing 

Shall  from  the  year  depart, 
If  only  we,  dear  children, 

Keep  Christmas  in  the  heart. 
Its  love,  its  thoughts  for  others. 

Are  beautiful  as  flowers, 
And  we  may  sow  their  beauty 

In  other  hearts  than  ours." 


510  THE  PLAN   BOOK. 

WOOL. 
Materials. 

Sheep  pelt,  wool,  pieces  of  woolen  cloth,  as  broadcloth,  felt, 
flannel,  yarn,  goat's  hair,  cashmere  shawl,  alpaca,  and  pic- 
tures of  the  llama,  cashmere  goat  and  alpaca. 

Examine  fibres  of  wool  and  note  properties;  elastic,  oily, 
minutely  curling,  fine,  mat  together.  Compare  with  the  stiff, 
coarse  straight  hair  of  the  goat,  a  cousin  of  the  sheep.  The 
term  wool  is  applied  to  the  covering  of  the  llama  and  alpaca 
and  the  hair  of  the  goat  as  well  as  to  the  fleece  of  the  common 
sheep. 

Where  must  we  go  to  find  the  llama  and  alpaca?  (Peru.) 
The  goat?     (Thibet  and  Tartary.) 

Speak  of  the  use  of  this  covering  to  animals — protects  from 
rain  and  cold. 

Use  to  man,  ways  in  which  it  is  used.  \Vhy  we  use  woolen 
clothes  in  winter. 

Air  lies  in  the  little  spaces  between  the  fine  crinkled  fibres 
of  the  wool.  Air  is  a  poor  conductor — hence  this  wooly  cover- 
ing does  not  let  the  heat  of  the  body  escape. 

Examine  the  wool  fibres  through  the  microscope.  You 
notice  that  the  hair  of  the  wool  is  of  different  lengths,  having 
uneven  edges.  This  irregularity  of  the  edges  of  the  fibres  is 
one  of  the  chief  reasons  why  wool  is  an  important  manufactur- 
ing material.  The  little  projections  on  the  wool  fibres,  which 
you  see  by  the  aid  of  the  microscope,  cause  these  fibres  to 
attach  themselves  to  each  other  firmly. 

How  is  the  wool  changed  into  cloth  and  yarn?  Who  can 
give  the  different  steps  ?  Place  the  topics  upon  the  board  as 
given,  let  pupils  discuss  each  topic. 

1st.  Washing.  Why  is  it  necessary  to  wash  sheep  ?  To 
rid  the  fleece  of  thorns,  thistles  and  dust.  In  our  grandfather's 
time  this  was  done  by  driving  the  sheep  into  a  shallow  stream 
during  the  warm  days  of  summer. 

Nowadays    new  processes  of  cleaning  by    machinery   are 


THE  PLAN  BOOK.  511 

employed,  and  it  is  not  necessary  to  wasli  the  wool  on  the 
animals.  The  process  of  cleansing  determines  the  value  of 
the  wool. 

Shearing.  Large  shears  are  used  for  this  purpose.  Lamb's 
wool  is  sheared  from  the  sheep  when  he  is  about  eight  months 
old.     This  is  worth  more  than  the  wool  clipped  later. 

Sorting.  Hairs  of  various  lengths  are  found  on  a  single 
sheep,  and  the  long  hairs  are  now  separated  from  the  short. 

The  Combing.  A  wool-comber  now  takes  charge  and  with 
an  iron  comb  containing  sharp  pointed  teeth  combs  the  wool. 
The  hairs  are  straightened  and  laid  out  in  the  same  direction. 

The  Factory.  The  raw  wool  is  now  converted  into  cloth, 
yarn  or  worsted.  The  same  kind  of  machinery  is  used  as  in 
the  manufacture  of  cotton  cloth.  Visit  a  factory  if  possible 
and  learn  something  of  the  process. 

Articles  Manufactured.  Yarn  and  worsted.  In 
making  yarn  the  wool  is  first  spun  into  threads  and  several 
threads  twisted  together  to  make  yarn.  This  is  later  woven 
into  stockings.  Worsted  is  made  by  twisting  the  threads 
very  firmly.  Worsted  is  used  in  making  fancy  articles. 
Common  wool  is  used  for  uphostering  railway  cushions, 
blankets,  shawls,  and  army  suits. 

Cloth.  Is  sometime  dyed  before  being  woven,  but  usually 
after.  Cloth  is  given  different  names  owing  to  difference  in 
texture.  Mention  all  the  kinds  sold.  For  what  is  broad- 
cloth used?  Flannel?  Merino?  Felt?  Cashmere?  Alpaca? 

Felt  is  not  woven  cloth.  It  is  made  of  layers,  wool  and 
hair  spread  on  top  of  each  other  and  then  dampened  and 
pressed  together.  Let  pupils  ravel  out  the  coarse  cloth  to  see 
how  the  weaving  is  done.  Let  them  then  try  to  separate  the 
fibres  of  felt.  The  rough  edges  of  the  wool  fibres  make  this 
difficult  or  impossible,  for  the  little  projections  interlace  and 
take  hold  of  each  other  so  firmly. 

The  Cashmere  Goat.  Show  pupils  the  cashmere  shawl, 
and  tell  them  something  of  its  history.  The  journey  it  took 
before  reaching  its  present  home.     Where  is  India?     Locate 


512  THE    PLAN   BOOK. 

the  city  of  Cashmere.     Show  picture  of  the  goat  that  gives  the 
wool. 

The  Alpaca.  Let  pupils  examine  pieces  of  cashmere  and 
tell  them  of  the  animal  that  bears  that  name.     Show  picture. 

Drawing. 

Talk  about  the  colors  employed  in  the  wool  materials. 
How  applied?  Who  designs  the  patterns?  How  is  this  done? 
Could  you  design  a  pattern  for  a  piece  of  dress  goods  ? 

Let  each  pupil  make  and  color  design  for  a  piece  of  dress 
goods.     Plaids  may  be  employed.     Draw  Spinning  Wheel. 

Geography. 

Draw  map  locating  the  principal  wool  factories  of  the 
United  States.  The  finest  grades  of  wool  are  produced  in 
New  England.  What  river  here  turns  more  factory  wheels 
than  any  other  in  the  world  ?  France  and  England  manufac- 
ture a  great  deal  of  woolen  cloth  also.  London  is  the  greatest 
woolen  market  in  the  world.  Philadelphia  is  the  great  Ameri- 
can center  for  wool  manufactures.  Lowell  is  second.  What 
woolen  factories  are  found  in  our  own  state  ?  Bloomington, 
Rockford  and  Springfield.  Ohio  ranks  first  among  the  states 
in  producing  wool. 

Arithmetic. 

Find  out  the  different  prices  of  diflferent  kinds  of  woolen 
goods  and  tell  what  determines  the  price  of  each.  Give  exam- 
ples.    The  price   of  a  pound  of  wool,  of  yarn  and  worsted. 

Language. 

Description  of  a  spinning  wheel. 
Description  of  a  visit  to  the  woolen  mill  or  weaver's. 
What  little  animals  gave  us  our  first  lessons  in  spinning? 
Spider  and  silkworm. 

Memorize  the  poem,  "The  Weaver,"  by  Beth  Day. 
What  is  a  loom  ? 
A  fabric  ? 


THE   PLAN    BOOK.  513 

A  shuttle? 

Tell  of  the  invention  of  the  spinning  jenny  by  James  Har- 
graves. 

Literature. 

Penelope  (a  weaving  myth).    Bulfinch. 

Age  of  Fable. 

The  Weaver's  Dream.     Alice  Gary. 

Arachne  and  the  Spider.     Bulfinch. 

A  Visit  to  the  Weaver. 

The  Blind  Weaver.     Beth  Day. 

Reference  books:  Our  Industries  and  Fabrics,  by  Win- 
ship;  New  England  Publishing  Company.  Talks  About  Com- 
mon Things;  A.  Flanagan,  Publisher. 

Song. 

Spinning  Song.     Eleanor  Smith.     No.  2. 
Spinning  the  Yarn.     Songs  of  Child  World. 
Song  of  the  Shearer.  "  " 

Grandma's  Knitting  Song.     "  " 


HOLIvY. 

A   CHRISTMAS   RIDDLE. 

"What  is  as  green  as  the  pine,  red  as  the  sunset,  and  sharp 
as  ice?"     Holly. 

"This  crown  of  mine  is  of  the  holly, 
My  songs  are  carols  sung  at  every  shrine, 
Proclaiming  'Peace  on  earth,  good  will  to  men.'  " 

What's  the  meaning  of  the  cedar, 

Holly  wreaths,  and  mistletoe 
That  to-day  are  beautifying 

Many  places  that  we  know  ? 

The  children  will  be  sure  to  bring  holly  to  school  the 
weeks  preceding  Christmas.  Improve  the  opportunity  to  give 
a  little  lesson  on  it.  Do  they  know  what  it  is  used  for? 
Where  it  came  from?     Have  they  seen  it  growing?     Where? 


514  THE    PLAN    BOOK. 

Our  holly  comes  from  Maryland  and  Delaware,  where  the 
shrub  becomes  a  tree.  The  branches  are  used  to  decorate 
homes  and  churches  at  Christmas.  The  leaves  and  fruit  are 
used  by  man  as  medicine.  The  leaves  are  stiff,  glossy  and 
grow  alternately  on  stems.  The  leaves  are  always  green,  as 
the  shrub  is  an  evergreen.  The  wood  is  fine  grained  and 
white.  The  flowers  are  white,  the  fruit  or  berries  scarlet  or 
yellow;  seeds  or  stones  six  or  eight  in  each  berry.  Fruit  fur- 
nishes food  for  birds. 

Did  you  ever  think,  as  you  put  up  the  holly  and  mistletoe, 
that  3'ou  were  following  the  custom  of  the  Romans  and  the 
ancient  Druids?     And  do  3'ou  know  what  was  its  meaning? 

Hundreds  of  years  ago  the  old  Romans  used  to  celebrate 
the  Saturnalia,  a  feast  in  honor  of  Saturn,  and  during  the 
feast  green  boughs  were  hung  upon   the  walls  of  their  homes. 

Hundreds  of  years  ago,  too,  over  in  England,  when  it  was 
inhabited  only  by  savages,  our  ancestors,  too! — there  were 
heathen  priests  called  Druids,  who  lived  alone  in  the  "sacred 
groves"  of  oak;  for  the  oak,  in  their  religion,  was  a  divine  tree. 
In  these  groves  the}^  offered  their  sacrifices,  and  somehow,  we 
do  not  know  just  how,  the  mistletoe  was  used. 

But  only  the  mistletoe  which  grew  on  the  oaks  could  be 
used.     None  other  was  sacred. 

By  and  by  the  priests  from  Rome  came  over  and  taught 
Christianity,  and  Roman  ceremonies  took  the  place  of  the 
Druid  rites. 

All  that  is  left  of  them  is  this  custom  of  trimming  with  the 
Christmas  greens. 

The  Druids  had  used  them  at  their  winter  Solstice  because 
they  believed  that  the  spirits  of  the  woods  would  gather  on  the 
greens  and  stay  there  safely,  unharmed  by  the  frost  and  cold, 
till  warmer  weather. 

And,  later,  the  holly  was  used  because  its  sharp-tipped 
leaves  were  supposed  to  symbolize  "the  crown  of  thorns  the 
Sa\'iour  wore,  and  the  scarlet  berries  the  drops  of  blood  he 
shed." 


1Kf'< 


THE   PLAN   BOOK.  515 

And  the  Persians  said  that  the  holly  tree  casl  7io  shadow^ 
and  that  it  would  protect  from  lightning  a  house  and  its  in- 
mates, if  it  was  planted  near  the  house. 

Literature. 

Legend  of  the  Holly  Tree. 

Baldur,  a  myth,  Bullfinch's  Age  of  Fable. 

Holly,  Susan  Hartley,  Nature  in  Verse. 

Drawing. 
Draw  and  paint  holly  twigs,  leaves  and  berries, 

UNDER  THE  HOLLY  BOUGH. 

Ye,  who  have  scorned  each  other, 
Or  injured  friend  or  brother, 

In  this  fast-fading  year; 
Ye  who  by  word  or  deed 
Have  made  a  kind  heart  bleed, 

Come,  gather  here! 
Let  sinned  against  and  sinning 
Forget  their  strife's  beginning, 

And  join  in  friendship  now; 
Be  links  no  longer  broken, 
Be  sweet  forgiveness  spoken, 

Under  the  holly  bough. 

— Charley  Mackc^, 


SCIENCE  WORK  OMITTED. 

It  has  been  necessary  to  omit  some  of  the  lessons  outlined 
for  this  month's  work,  owing  to  lack  of  space.  This  material 
will  be  given  in  the  January  Plan  Book. 


i")16  THE   PLAN   BOOK. 


''nlrinl'Hnr^ffliftilllm^ 


CHRISTMAS  EXERCISES. 


Brief  mention  only  will  be  made  of  these,  as  so  many  sug- 
gestions will  be  found  in  the  teacher's  magazines  and  much  of 
the  material  prepared  for  this  month  must  be  omitted  owing  to 
lack  of  space. 

If  teachers  are  tired  of  the  regulation  Christmas  exercises, 
consisting  of  recitations,  songs  and  dialogues  about  Santa 
Claus,  a  programme  might  be  arranged  which  would  consist 
of  a  review  of  lessons  in  language,  history  and  literature, 
which  pupils  have  had  during  the  month  of  December.  We 
will  call  the  exercises. 

Christmas  in  History. 

Opening  Carol^  "God  Rest  Ye,  Little  Children,"  from  Songs 
in  Season. 

Reading  or  recitation^  "  The  First  Christmas,"  Luke  ii: 
8-21. 

Carol.  "  While  Shepherds  Watched  their  Flocks  by 
Night,"  or  "It  Came  Upon  a  Midnight  Clear." 

Readings  or  a  talk  on  Bethlehem.  This  may  be  selected 
from  the  best  reproduction  stories  in  the  language  lessons  of 
the  preceding  week. 

Recitation.  "  Little  Town  of  Bethlehem."  Showing  picture 
of  the  town. 

Song.     Little  Town  of  Bethlehem. 

Pupil,  (recites):  "  But  thou  Bethlehem  Ephratah,  though  thou  be 
little  among  the  thousands  of  Judah,  yet  out  of  thee  shall  he  come  forth, 
he  that  is  to  be  ruler  in  Israel;  whose  goings  forth  have  been  from  ever- 
lasting."—Micah  v:  2;  or,  if  preferred,  Matt,  li:  5. 

Reading.  The  First  Christmas  Presents.  Described  in 
article  on  Bethlehem  in  Plan  Book. 


IT"'   -     -H 


SISTINB   MADONNA. — RAPHAEL, 


(517) 


THE   PLAN    BOOK.  519 

Reading  from  "  Ben  Hur,"  selected  from  chapters  10  and  11. 

Topic.     ''  The  Magi." 

Pupil  (reads  or  recites).  Matt,  ii:  1-12. 

Song,     "  Shine  Out  O  Blessed  Star.'' 

Reading  from  ''  Ben  Hur,"  selected  from  chapters  13  and  14. 

Song.  "O  Come  All  Ye  Faithful  "  Tune,  Hymns  Old  and 
New. 

Readi7ig.     A  Journey  to  Bethlehem  of  To-Day. 

Recitations^  selelected  from  the  "  Gems  and  Pictures,"  given 
elsewhere. 

Christmas  in  England. 

Illustrated  by  recitations,  carols  and  tableaux.  Readings 
from  Irving  and  Dickens. 

Pupils  may  tell  of  the  carolers  who  went  from  house  to 
house  singing  the  news  under  the  windows  on  Christmas  morn- 
ing, this  talk  may  be  followed  by  a  tableau  and  song. 

Tableau,  the  curtain  may  be  drawn  away  from  the  platform 
disclosing  at  the  back  a  casement  window  with  a  dim  light 
behind  it.  A  door  at  the  side  of  the  stage  or  platfrom  may  be 
opened  to  allow  the  voices  of  the  carolers  to  be  heard,  singing 
"Carol  Brothers  Carol,"  or  "On  this  Happy  Birthday." 

Then  a  number  of  boys  enter  the  door,  walk  to  the  platform 
and  pause  directly  under  the  improvised  window.  As  they 
pause  under  the  window  the  lights  should  burn  brighter  and  a 
number  of  children's  heads  may  appear  and  look  out. 

At  the  conclusion  of  the  song  the  children  throw  pennies 
and  candies  to  the  carolers,  who  scramble  for  them  and  then 
sing  another  carol,  at  the  conclusion  of  which  they  slowly 
leave  stage  and  disappear  through  the  door  by  which  they  en- 
tered. The  final  verse  should  be  finished  after  carolers  have  left 
the  room,  their  voices  dying  away  softly. 

The  caroler  should  be  dressed  in  full  knee  breeches,  low- 
shoes  with  bright  buckles,  tunic  or  doublet,  with  white  frills  at 
throat  and  wrist.  A  full  cape  may  hang  from  the  shoulders, 
and  soft  caps  with  plumes.  Old  garments  may  be  re-arranged 
to  give  a  picturesque  effect. 


520  THE   PLAN    BOOK. 

A  Puritan  Christmas. 

Let  a  pupil  describe  a  Puritan  Christmas  and  let  this  be 
followed  by  a  tableau,  showing  a  room  fitted  up  in  Puritan 
fashion.  This  may  be  done  with  the  aid  of  screens  and  a  spin- 
ning wheel.  Two  or  three  children  may  be  seated  around  a 
burning  candle  and  may  tell  two  or  three  Christmas  riddles 
before  the  curtain  is  drawn. 

A  Dutch  Christmas. 

A  Dutch  Christmas  may  be  represented  as  suggested  in  the 
November  Thanksgiving  Plan  Book  or  in  Christmas  in  Other 
Lands,  published  by  A.  Flanagan.  This  book  contains  an 
account  of  the  Christmas  of  almost  every  nation,  written  both 
in  poetry  and  prose;  the  poems  are  to  be  used  as  recitations; 
the  stories  for  reproduction  work  in  language.  The  stories  and 
poems  are  illustrated  with  pictures  showing  the  costumes  of 
the  nations,  and  descriptions  of  the  costumes  given.  Thirteen 
pages  of  music  for  the  Christmas  exercises  are  also  given. 
Price,  25  cents. 

"The  whole  world  is  a  Christmas  tree, 
And  stars  its  many  candles  be. 
Oh!  sing  a  carol  joyfully, 
The  world's  great  feast  in  keeping. 

For  once,  on  a  December  night 
An  angel  held  a  candle  bright. 
And  led  three  wise  men  by  its  light 

To  where  a  child  was  sleeping. ' '  — Sf.  Nicholas. 


Merry  Christmas  !  Merry  Christmas  ! 

Is  echoed  from  hill  and  plain; 
As  year  by  year,  with  heart  of  cheer. 

We  welcome  glad  Christmas  again. 

Of  all  the  merry  days  of  old 

When  merry  days  did  most  abound. 
The  best  was  Christmas,  all  the  rest 

But  ushers  to  this  royal  guest ! 


THE  PLAN   BOOK.  521 


WHITTIER  DAY  OR  WEEK. 


JOHN  GREENLKAF  WHITTIER. 

BORN   DEC.    17,    1807.      DIED   1892. 

1.  Let  December  ITtli  be  marked  by  exercises  devoted  to 
the  life  and  work  of  this  loved  "Quaker  Poet."  Encourage 
your  pupils  to  bring  photographs  of  Whittier  and  his  different 
homes.  Many  of  these  may  be  found  in  our  monthly  maga- 
zines. One  of  the  best  ones  is  given  in  the  Plan  Book,  this 
month.     It  may  be  removed  and  mounted  for  class  use. 

2.  Draw  upon  the  board  an  appropriate  scene  from  some 
poem,  as  in  ''Snow  Bound."  The  picture  of  the  old  farm  house 
at  Haverhill  may  be  used.  Let  the  children  draw,  sew  and 
paint  it,  sprinkle  with  salt  and  diamond  dust  to  make  it  truly 
■'Snow  Bound.''  A  picture  of  the  old  fire-place  with  apples 
"simmering  in  a  row"  and  the  old  school  house  with  its 
"battered  desks"  and  ''charcoal  frescoes"  may  also  be  placed 
on  the  board. 

3.  Tell  the  children  the  story  of  Mr.  Whittier's  boyhood, 
life,  and  work,  a  little  each  day,  during  the  week  in  which  his 
birthday  occurs,  and  conclude  the  lessons  and  study  with  exer- 
cises or  special  programme  on  his  birthday. 

The  conversational  lessons  and  material  given  may  be 
used  for  composition  lessons.  The  nature  of  these  talks 
will  depend  somewhat  on  the  age  and  grade  of  pupils,  and  the 
suggestions  here  given  must  be  adapted. 

Have  pupils  copy  the  stories  given  and  reproduced  in 
blank  books.  These  stories  may  be  illustrated  with  drawings 
made  by  the  pupils  or  by  pictures  cut  from  magazines  and 
pasted  in  their  appropriate  places. 

Small  pictures  to  be  used  for  this  purpose  may  be  secured 
at  a  penny  apiece  from  the  publisher  of  the  Plan  Book. 


522  THE   PLAN   BOOK. 

Material  for  these  lessons  on  Whittier's  life  may  be  found 
in  so  many  teacher's  magazines  that  it  will  not  be  given  space 
in  this  month's  Plan  Book,  but  a  list  of  helpful  articies  will 
be  given  for  those  teachers  who  do  not  know  where  to  find 
them.  ''Talks  With  Authors,"  Ella  Reeve  Ware;  "A  Term's 
Work  on  Whittier,"  by  Anna  L.  Sitler,  A.  Flanagan,  Pub.; 
"Whittier  and  the  Children,"  by  the  Author  of  Five  Little 
Peppers,  will  be  found  helpful  books.  Chapters  on  Quaker 
Life  in  Uncle  Tom's  Cabin,  and  articles  on  Quaker  Children 
found  in  January  '98  and  October  '97  Primary  School,  will  be 
found  interesting  and  instructive. 

In  addition  to  these  are  articles  in  the  December  '98  Teacher's 
World;  Teacher's  Institute  December  '97;  School  Education 
December  '98;  Teacher's  Programme  September  '97. 

John  Greenleaf  Whittier,  Francis  Underwood. 

John  Greenleaf  Whittier,  W.  Sloan  Kennedy.  ;; 

Poets  of  America,  C.  E.  Stedman. 

Home  and  Haunts  of  Poets,  Stoddard. 

Riverside  Literature  No.  5,  Whittier  Leaflets. 

Personal  Recollections  of  Whittier,  bj^  Mary  Claflin,  and 
Mrs.  James  Field's  Notes. 

Taylor's  Literary  Work  in  School,  published  by  A. 
Flanagan. 

Other  books  will  be  found  in  the  school  and  public  library. 

Borrow  copies  of  Miss  Cyr's  Second  Readers  from  the 
Second  Grade  and  let  pupils  use  the  lessons  on  Whittier  for  a 
series  of  language  lessons. 

Place  these  books  in  the  hands  of  the  pupils  and  let  them 
combine  the  short  simple  sentences  into  longer  statements. 

The  statements  may  then  be  arranged  into  paragraphs. 
This  w  11  prove  a  valuable  series  of  lessons  in  any  intermediate 
or  grammar  grade. 

Wliiltier's  life  may  be  divided  into  periods  and  one  period 
studied  each  day  during  the  week  preceding  his  birthda3\ 
Relate  the  language,  literature,  reading  and  science  lessons  as 
far  as  possible. 


JOHN  G.  WHITTIER. 


the  plan  book.  525 

Monday — Morning  Talk  or  Literature  Lesson. 

The  parentage  and  boyhood  of  Whittier.  Let  your  pupils 
roam  over  the  hills  and  the  farm  with  the  bare  footed  boy,  hunt 
for  strawberries,  listen  to  the  laughing  brook  until  they  learn 
to  love  him  as  a  happy  hearted  child  like  one  of  themselves. 

Reading. 

The  poem  "Bare  Footed  Boy."  Give  pupils  hectographed 
copies  of  the  poem,  and  ask  them  to  underline  all  difficult 
words  and  spell  and  define  them  for  the  lessson  period 
following. 

Language. 

Whittier's  early  home.  This  house  is  described  in  "Snow- 
bound." A  visit  to  the  home  of  Whittier  is  described  in  the 
School  Education  for  December  '98.  Parts  of  this  may  be 
read  to  the  pupils.  Let  pupils  describe  the  house  with  its  old 
fashioned  furnishings. 

Geography. 

A  journey  to  the  home  of  Whittier  in  Haverhill,  Mass. 

Tuesday — Morning  Talk. 

Habits,  customs  and  dress  of  the  Quakers.  Why  Whittier 
was  called  the  Quaker  poet.  Read  or  let  pupils  read  some 
chapters  from  Uncle  Tom's  Cabin  which  describe  Quaker  life. 

Reading. 

If  pupils  are  old  enough  to  understand  and  appreciate 
them,  let  them  read  "The  Quaker  of  the  Olden  Times,"  "The 
Meeting,"  and  "First  Day  Thoughts,"  by  Whittier. 

What  is  the  meaning  of  "republican"  as  used  here?  Of 
"habitude  of  tenants  of  the  wood?"  "Gray  hornet  artisans?" 
"Eschewing  books?"  "Brief  Moon?"  "Apples  of  Hesper- 
ides?"  (Golden  fruit.)  What  are  "festal  dainties?"  What 
is  the  meaning  of  the  "pied  frogs'  orchestra?"  "Stubble 
speared  ?"  "Prison  cells  of  pride  ?"  "Mills  of  toil  ?"  "Cease- 
less moil?" 


WHITTIER'S  HOME. 


WHITTIER'S  BIRTH  PLACE. 
(526) 


the  plan  book.  527 

Drawing. 

Illustrate  the  poem. 

Draw  pictures  of  all  the  animals  spoken  of  in  the  poem ; 
the  insects ;  plants,  fruits. 

Spelling. 

Divide  all  the  objects  spoken  of  in  this  poem  into  lists, 
placing  in  one  list  all  those  that  belong  to  the  animal  king- 
dom, others  to  the  vegetable  and  mineral  kingdoms.  Spell 
these  words. 

Science. 

Select  from  these  lists  one  object  belonging  to  the  animal 
or  vegetable  kingdom,  and  write  and  be  able  to  tell  ten  facts 
in  relation  to  it. 

Poems  which  tell  of  the  persecution  of  the  Quakers  are: 
The  Exiles,  Cassandra  Southwick,  and  Barclay  of  Troy. 

Geography. 

Pennsylvania,  the  home  of  the  Quakers. 

History. 

History  of  the  Quakers,  and  their  Persecution.  William 
Penn. 

Language. 

Oral  and  written  description  of  the  Quakers,  or  of  a  pic- 
ture illustrating  some  phase  of  Quaker  life. 

Drawing. 

Picture  study.  Illustrate  the  story  of  the  Quakers.  Show 
good  pictures  from  various  histories  and  magazines. 

Wednesday — Morning  Talk. 

Whittier's  School  Life  and  Youth. 
Describe  the  olden  time  schools. 

Tell  how  Whittier  made  the  money  to  attend  the  academy 
at  Haverhill. 


528  the  plan  book. 

Reading. 

In  School  Days. 

Drawing,  the  old  school  house. 

Illustrate  the  poem,  In  School  Days. 

Thursday — Morning  Talk. 

Whittier,  the  Man,  and  Poet. 

Tell  of  Mr.  Whittier's  kindness  to  animals  and  fondness 
for  pets.  To  the  children  who  lived  near  his  home  he  was 
known  as  "The  Man  with  the  Parrot." 

Reading. 

Story  of  Mr.  Whittier's  Mocking  Bird  ;  Little  Red  Riding 
Hood;  The  Common  Question. 

Drawing. 

Illustrate  Whittier's  ''Little  Red  Riding  Hood"  with  paint- 
ings and  drawings.     Pose  child  in  red  hood  and  cloak  for  this. 

Friday. 

Other  topics  which  may  be  substituted  for  Thursday's  les- 
son and  for  other  days  are  Whittier's  Literary  Career,  Wl  it- 
tier  the  Reformer,  Whittier's  Homes,  Whittier's  Old  Age,  etc. 

Reading. 

Poems  to  be  read  in  connection  with  these  lessons  are  The 
Fr  /SI  Spirit,  Barbara  Frietchie,  The  Hill  Top,  The  Home- 
stead, Telling  the  Bees,  My  Old  School  Master,  Snow   Bound. 

Poems  in  connection  with  Whittier's  work  as  a  reformer 
are  The  Christian  Slave,  Stanzas  for  the  Times,  The  Slave 
Ships,  The  Curse  of  the  Charter  Breakers. 

Other  poems  which  describe  harvest  scenes  have  been 
suggested  in  autumn  Plan  Books. 

THE  PROGRAMME. 

Whittier's  Portrait  should  be  framed  or  decorated  with 
evergreen  for  these  exercises.  If  teacher  presents  one  to  the 
school,  let  the  presentation  be  a  part  of  the  exercise,  and  at  its 


THE  PLAN   BOOK.  .  529 

conclusion  one  of  the  pupils  may  step  forward  and  place  a 
breath  of  holly  or  pine  over  the  picture. 

Views  of  Whittier's  birthplace  at  East  Haverhill;  his  homes 
at  Amesbury  and  Danvers,  and  his  study  may  be  mounted  on 
white  or  gray  card  board  and  placed  in  a  conspicuous  place  on 
the  walls. 

A  plaster  of  paris  bust  may  be  given  a  place  on  the  mantel, 
and  over  it  a  flag. 

Opening  Song. 
"Whittier,"  from  Songs  in  Season. 

Roll  Call. 

Pupils  respond  with  memory  gems  from  Whittier's  poems. 
These  have  been  copied  from  the  board  and  memorized  the 
preceding  week. 

Reading. 

Whittier's  Early  Home  and  Parents.  This  is  selected 
from  the  reproduction  stories  written  by  pupils  the  week 
before.  At  conclusion,  pupil  may  hold  before  the  school  a 
mounted  picture  of  the  home  at  Haverhill,  and  recite  the  few 
lines  from  "Telling  the  Bees"  which  describe  the  home. 

Here  is  the  place;  right  over  the  hill 

Runs  the  path  I  took; 
You  can  see  the  gap  in  the  old  wall  still, 

And  the  stepping-stones  in  the  shallow  brook. 

There  is  the  house,  with  the  gate  red-barred, 

And  the  poplars  tall; 
And  the  barn's  brown  length,  and  the  cattle  yard, 

And  the  white  horns  tossing  above  the  wall. 

Reading,  Story  of  the  Quaker,  selected  from  the  reproduc- 
tion stories. 

Recitation,  The  Quaker,  by  Whittier.  This  may  be  sung 
also  to  the  air,  Auld  Lang  Syne. 

Song,  The  Quaker  of  Olden  Times,  by  pupil  in  Quaker 
costume. 


530  THE   PLAN   BOOK. 

Reading,  Story  of  Whittier's  Boyhood,  written  by  a  pupil. 
Recitation,  Whittier's  Barefoot  Boy,  followed  by  a  tableau. 
The  poem  suggests  the  costume. 

Reading,  Story  of  Whittier's  School  Days. 
Recitation,  "In  School  Days." 
Reading,  "To  My  Old  Schoolmaster." 

The  Pumpkin. 

Pupil  tells  the  story  of  Mr.  Whittier's  boyhood  sport  with 
the  pumpkins  and  the  buskers.  Another  pupil  recites  what 
he  wrote  about  the  pumpkin  or  a  part  of  it,  as  the  picture  or 
tableau  is  presented.  Two  boys  with  pumpkins  appear,  one 
pumpkin  carved  as  described  in  poem,  then  they  seat  them- 
selves on  pumpkins  and  remain  during  recitation. 

Recitation,  The  Common  Question. 

Song,  Lady  Moon,  by  Whittier,  in  Leslie's  Day  School 
Gems. 

Recitation,  Little  Red  Riding  Hood.  Tableau  shows  little 
girl  dressed  in  red  cloak  and  hood  with  basket.  Another 
child  tells  of  Mr.  Whittier's  fondness  for  pets  and  of  his  mock- 
ing bird  and  squirrels,  and  his  little  friend  "Red  Riding 
Hood."     A  third  child  recites  the  poem. 

Reading,  Whittier  the  Poet  and  Reformer. 

Recitation,  Barbara  Frietchie. 

Song,  America. 

Recitation,  How  the  Robin  Came,  abridged  from  Whittier- 

Reading,  Whittier's  Homes  and  Friends. 

Recitation,  Snow  Bound.     Parts  referring  to  his  home. 

Recitation,  The  Frost  Spirit. 

Centennial  Hymn,  (Music.) 

The  Spacious  Firmament. 


January 

THE  PLAN  BOOK 

FOR 

INTERMEDIATE   GRADES 

3d,  4th,  ^th 

BY 
MARIAN   M.  QEORQE 


PRICE,   TWENTY-FIVE  CENTS  PER  COPY. 
Full  set,  September  to  June  $2,2^. 


CHICAGO: 
A.  FI.ANAGAN  CO.,  PUBLISHERS. 


Copyright  1899, 

BY 

A.  Flanagan. 


NEW  YEAR  BElvLS.-BLASHFIELD. 


RING  OUT,  WILD  BELLS.  • 

Tennyson.  '  Mendelssohn. 

,'=72. 


1.  Ring   out,  wild    bells,   to     the       wild     sky,  The      fly  -  ing     clcnd,   the 

2.  Ring   out     the     old,     ring     in       the       new^  Ring,   hap-  py      bells,      a- 

3.  Ring   out     tlie   grief  that    saps     the    mind,  For    those    that    here      we 


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out     the    false,  ring    in     the    true;  The  year  is  go  -  ing,     let     him     go, 
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Ring  out. (ring  out, )  wild  bells,  and  let  him   die.  (and   let  him     die.) 

P.ing  out  {ring  out)   the     false,  ring  in  the    true,  (ring  in  the    true.) 

Ring  in  (ring. in)      re  -  dress  to      all  man-kind   (to     all  man-kind.) 

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4  Ring  out  the  want,  the  care,  the  sin, 
Tlie  faithless  coldness  of  the  times; 
||:Ring  out,  ring  cut  my  mournful  rhymes, 
But  ring  the  fuller  minstrel  in.:|| 

5  Ring  in  the  valiant  man  and  free. 

The  larger  heart  and  kindlier  hand; 
||:Ring  out  the  darkness  of  the  land, 
Ring  in  the  Christ  that  is  to  be.:!l 


From  The  Children's  Hour,  by  courte.sy  of  the  New  Jersey  Song  Book  Company.    An  excel- 
lent book  for  Intermediate  and  Upper  Grades. 


538  THE   PLAN   BOOK. 


SIR  GALAHAD. 

My  good  blade  carves  the  casques  of  men^ 

My  tough  lance  thrusteth  sure, 
My  strength  is  as  the  strength  of  ten, 

Because  my  heart  is  pure. 
The  shattering  trumpet  shrilleth  high, 
The  hard  brands  shiver  on  the  steel, 
The  splintered  spear-shafts  crack  and  fiy, 

The  horse  and  rider  reel; 
They  reel,  they  roll  in  clanging  lists, 
And  when  the  tide  of  combat  stands. 
Perfume  and  flowers  fall  in  showers, 
That  lightly  rain  from  ladies'  hands. 

When  on  my  goodly  charger  borne, 

Through  dreaming  towns  I  go. 

The  cock  crows  ere  the  Christmas  mom, 

The  streets  are  dumb  with  snow. 

The  tempest  crackles  on  the  leads. 

And,  ringing,  spins  from  brand  and  mail; 

But  o'er  the  dark  a  glory  spreads, 

And  gilds  the  driving  hail — 

I  leave  the  plain,  I  climb  the  height; 

No  branchy  thicket  shelter  yields; 

But  blessed  forms  in  whistling  storms 

Fly  o'er  waste  fens  and  windy  fields. 

The  clouds  are  broken  in  the  sky, 

And  thro'  the  mountain  walls 

A  rolling  organ  harmony 

Swells  up,  and  shakes  and  falls. 

Then  move  the  trees,  the  copses  nod, 

Wings  flutter,  voices  hover  clear; 

"O  just  and  faithful  knight  of  God! 

Ride  on!  the  prize  is  near. " 

So  pass  I  hostel,  hall  and  grange, 

By  bridge  and  ford,  by  park  and  pale, 

All  armed  I  ride,  whate'er  betide, 

Until  I  find  the  holy  grail.  —Tennyson. 


SIR    GAI^AHAD, — WATTS. 
(5.3<5) 


540  THE   PLAN   BOOK. 


A  NEW  YEAR. 

Why  do  we  greet  thee,  oh,  bhthe  New  Year? 
What  are  thy  pledges  of  mirth  and  cheer? 
Comest,  knight-erraut,  the  wrong  to  right? 
Comest  to  scatter  our  gloom  with  light? 
Wherefore  the  thrill,  the  sparkle  and  shine, 
In  heart  and  eyes  at  a  word  of  thine? 

The  Old  was  buoyant,  the  Old  was  true; 
The  Old  was  brave  when  the  Old  was  new. 
He  crowned  us  often  with  grace  and  gift; 
His  sternest  skies  had  a  deep  blue  rift: 
Straight  and  swift  when  his  hand  unclasped, 
With  welcome  and  joyance  thine  we  grasped. 
Oh,  tell  us,  Year — we  are  fain  to  know — 
What  is  thy  charm  that  we  hail  thee  so? 

There  comes  a  voice,  and  I  hear  it  call 
Like  a  bugle  note  from  a  mountain  wall; 
The  pines  uplift  it  with  mighty  sound, 
The  billows  bear  it  the  green  earth  round; 
A  voice  that  rolls  in  a  jubilant  song, 
A  conqueror's  ring  in  its  echo  strong; 
Through  the  ether  clear,  from  the  solemn  sky, 
The  New  Year  beckons,  and  makes  reply — 

"I  bring  you,  friends,  what  the  years  have  brough? 

Since  ever  man  toiled,  aspired  or  thought: 

Days  for  labor,  and  nights  for  rest; 

And  I  bring  you  Love,  a  heaven-born  guest, 

Space  to  work  in,  and  work  to  do. 

And  faith  in  that  which  is  pure  and  true. 

Hold  me  in  honor,  and  greet  me  dear. 

And  sooth  you'll  find  me  a  Happy  Year." 

— Margaret  E.  Sangster. 


THE  NEW  YEAR. 


Lively. 


H.  GIPE. 


1.  I        am      the        lit  -   tie      New   Year,        ho,    ho ! 

2.  Bless-ings        I  bring  for      each         and    all, 

3.  Some  shall    have      sil  -  ver,    and  some  shall  liave  gold  ; 

4.  Some  shall    have      wa -ter,     and  some  shall  have  milk  ; 
• ^ ft ^ ft 1»_^^__^ ft 


Here       I  come  trip  -   ping     it  o  -  ver    the  sn'ow, 

Big  folk  and  lit  -    tie      folk,  short       and    tall. 

Some  shall  have  new  clothes,  and  some  shall  have  old. 

Some  shall  have  sat   -  in,      and  some  shall  have  silk. 


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Each     one  from      me 

Some   shall  have       brass, 

But     each  one     from      me 


a  mer        -         ry  din, 

a  trea  -  sure  may  win, 

and  some   shall  have  tin, 

a  bless- ing  may  win. 


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o  -  pen  your  -doors  and  let 

o  -  pen  your   doors  and  let 

o  -  pen  your   doors  and  let 


me  in. 

me  in. 

me  in. 

me  in. 


1 — 


ill 


From  Fountain  Song  Book,  No.  1,  A.  Flanagan,  Pi/l> 


WINTER  SONG. 


Emily  Huntington  Miller. 
Vivace.  mf 


G.  W.  Chadwick. 


IP 


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1.  Hur  -  rah       for  the     jol  -  ly      old      Win 

2.  Hur  -  rah       for   the     jol  -  ly      old      Win 


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sea  - 
door 

sons 

is 
by 

he- 

his 

night;.  . . . 

Come 

-J*— *^ — i — 

•> 

• 

— ' 

— s — 

1 5 

w 

n^K          ^ 

^ 

0 

2 

2 

1 

2 

0 

f 

' 

i/           • 

0 

0 

0 

0 

r-v.i>      • 

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—.^^^^^^ 

1 

• 

^"-i— 

f 

*> 

^^           1 

^ 

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— 0 

— 1 

1  ;     * 

1 

=d : 

-#—5*: 


#  . 


breath      is        cold       and      i     -      -     cy.      His      heart       is         full  of 

out  where  the     ice  is    gleam    -     ing     Like  steel  in   the       cold     moon 


tf^**- 


3S=3f: 


Copyrighted  by  Scott,  Foresman  &  Co.    From  "A  First  Book  in  Vocal  Music,"  by  Scott, 
Foresman  &  Co.,  Chicago.    Used  by  permission  of  the  Publishers. 


WINTER  SONG— Concluded. 


glee;, 
light, 


« 9 — 


He      piles  up   the   beau  -  ti    -   ful      snow    -   flakes     Ou   the 
Like       swal  -  lows     o   -  ver     the       wa      -      ter         The 


5--^: 


rr— :^ — r^ 


r=^^^ 


K — P"! h 


/l  tempo. 


-N 


^-^     4    * 


:J — *^- 


4^ 


H« '0- 


-b \ 


^ y- 


ap  -  pie-trees  bare       and      brown, ...         And  laughs  when  the     north  -  wind 
skat    -    ers    mer-ri-ly        go; There's  health  in      the  blus-ter-ing 


i 


^         fr- 


-#-— 


shakes        them,    i^ike  a  show  -  er         of  bios     -     soms,      down, 

breez     -     es,         And       joy       in        the     beau  -  ti  -    ful  snow. 


FROST  WORK. 


H.  F.  Gould. 


M.vRY  Spenceu  Conrade. 


1.  The  Frost  looked  forth  one    still,  clear  night,  .And  whispered,  "I    shall  be 

2.  Then  he  went  to  the  mountain  and  powdered  its  crest;  Heclinied  up  the  trees.and  their 


.4-- 


EEi 


r^'  ^J^-^ 


—4- 


i 


-#— *- 


-^— B=Z^ 


-/ — ^- 


out    of  sight:  So  thro' the     val  ley  and  o- ver  the  height.  In  si  lence  111  take  my 
boughs  he  dressed  With  diamonds  and  pearls,and   o  -  ver  the  breast  Of  the  quivering  lake  he 


m 


-•-T-» 


-*^— N 


way.       I     will  not  go  like  that  blusfring  train,  The  wind, the  snow. the   hail  and  rain, 
spread    A    coat  of  mail,  that  it  need  not  fear  The  downward  poiot   of  many   a  spear 


tii:^:^. 


im 


a  S-^-^ 


ZMUMZ 


-0—^ 


-^— ^ 


d    • 


-^-^ 


Which  makes  so  much  bustle  and  noise  in  vain.  But  I'll  be    as    busy    as  they." 
That  he  hung  on  its  mar -gin,     far  and  near,  Where  a  rock  could  rear  its  head. 

I.   T   -i^ 


-X 


1] 


t: 


5f  5f- 


§ii 


ImI 


CAN  YOU  TELL? 


^^.->, — ^ — ^- 


■n 


-N- 


Gernian. 


^^J 


Can  you  tell  how  inan-y   stars  are  glowing,  When  the  blue  sky  is  unfurled.'' 
Can  you  tell  how  nian-y  motes  are  playing     In  the  bright, warm  sun-beams? 
Can  you  tell  how  inan-y,   man  -y     children,  Dai-ly  from  their  beds  arise? 


m 


y 


Can  you  tell  how  man-y  clouds  are  go-ing,  Fly-ing  o  -  ver  all  the  world? 
Can  you  tell  how  man-y  fish  are  straying,  In  the  o-cean  and  the  streams? 
Can  you  tell  whose  great  and  gen'rous  bounty    Ev-'ry    dai  -  ly  want  sup-plies? 

N     .  . !^ N_ 


^ 


:fi^; 


-^- 


::a: 


Si=r 


f 


4~J- 


--1- 


•  5 


^ 


God  the  Lord,  their  great  Cre-a- tor.  Were  their  number  millions  greater. 
In  the  air,  and  in  the  o-cean,  God  has  giv'n  them  all  their  mo-tion, 
God  has  made  them, God  doth  see  them.  And  His  kindne.'^s  nev-er  leaves  them, 


Still  could  all     their 
That  they  now     so 
Yes,    He  knows  and 


num-bers 

tell, 

hap  -  py 

are. 

loves   us 

all. 

Still  could  all  their  numbers  tell. 
That  they  now  so  hap-py  are. 
Yes,  He  knows  and  loves  us   all. 


From  "Public  School  Music  Course,  Book  II."    Per.  of  Pub.,  D.  C.  Heath  &  Co. 


SNOWFLAKES. 


Mary  S.  Conrade. 


:fi=±: 


-^ 


1.  Wheneverasnowflake  leaves  thesky, It  turns  and  turns  to  say  "good-bye!    Good- 

2.  And  when  asnowflakeleavesa  tree.  "Good-day,"  it  says, "Good-day  to  thee?  Thou 

3.  But  when  a  snowflake,  brave  and  meek,  Lights  on      a   maid-en's   ro   -  sy  cheek.  It 


:=i: 


->- 


-8--*- 


£& 


9^S=¥ 


^- 


bye,      dear  cloud,  so  cool  and  gray,"  Then  light  -  ly    trav  -  els  on    his  way. 
art  so    bare  and  lone- ly,  dear,   I'll     rest       and  call  my  play-mates  here." 

starts  "How  warm  and  soft  the  day,"  'Tis  sum  -  mer.  and     it  melts  a  -  way. 


THE  HUSBAxXDMAX 


JoHx  Sterling. 


Air  from  Mozart's  "Don  Giovanni," 
Arr.  bv  Mary  S.  Conrade. 


-N— #- 


1.  Earth  of     man    the     bounteous  moth  -  er,    Feeds    him  still  with  corn    and 

2.  These  to    swell  with  strength  and  beau     tv         Is        the     rov  -  al   task      of 


wine;     He  who  best  would  aid   a     broth-er  Shares  with  him  these  gifts  di - 
man;  Man's  a     king,  his  throne  is      du    -    ty  Since  his   work  on  earth  be  - 


i 


i' — #- 


-•*^— #- 


vine;        Many  a    sower  with-in        her  bosom.  Noiseless,   hid-den,  works    be 
gan;  Bud  and    har-vest, bloom  and  vint-age, These,  like  man,  are  fruits  of 


(P^^^ 


^=^^ 


'^^^^ 


fe^s^ 


r: 


a 


^. — ^ 

neath;  Hence  areseeds. and  leaf,  and  blos-som.  Golden    ear  and  clustered  wreath, 
earth;  Stamped  in  clay,  a  heavnly  mint  -  age,  All  from  dust  re-ceive  their  birth. 


THE   PLAN    BOOK.  547 

JANUARY  BIRTHDAYS. 

Anthony  Wayne,  January  1,  1745. 

Paul  Revere,  January  1,  1735. 

Maria  Edgeworth,  January  1,  1767. 

Gen.  Wolfe,  January  2,  1727. 

Lucretia  Mott,  January  3,  1793. 

Cicero,  January  3,  106  B.  C. 

Benedict  Arnold,  January  3,  1740. 

Tom  Thumb  (C.  H.  Stratton),  January  4,  1836. 

Stephen  Decatur,  January  5,  1779. 

Chas.  Sumner,  January  6,  1811. 

Joan  of  Arc,  January  6,  1411. 

Millard  Fillmore,  January  7,  1800. 

Israel  Putnam,  January  7,  1718. 

Lowell  Mason,  January  8,  1792. 

Lemuel  Shaw,  January  9,  1781. 

Ethan  Allen,  January  10,  1737. 

Alex.  Hamilton,  January  11,  1757. 

Bayard  Taylor,  January  11,  1825. 

John  Hancock,  January  11,  1737. 

Alfred  Tennyson,  January  12,  1809. 

S.  Woodworth,  January  13,  1785. 

Salmon  P.  Chase,  January  13,  1808. 

Philip  Livingston,  January  15,  1716. 

Benj.  Franklin,  January  17,  1706. 

Daniel  Webster,  January  18,  1782. 

Edgar  Allan  Poe,  January  19,  1809. 

Robert  E.  Lee,  January  19,  1807. 

Richard  H.  Lee,  January  20,  1702. 

John  C.  Fremont,  January  21,  1813. 

"Stonewall"  T.  J.  Jackson,  January  21,  1824. 

Francis  Bacon,  January  22,  1561. 

Lord  Byron,  January  22,  1788. 

Wm.  Page,  January  23,  1511. 

R.  C.  Haydon,  January  23,  1786. 


S48  THE   PLAN    BOOK. 

Frederick  the  Great,  January  24,  1712. 

Robert  Burns,  Januar}'  25,  1759. 

T.  N.  Talfourd,  January  26,  1795. 

Alozart,  January  27,  1756. 

Mathew  Carey,  January  28,  1760. 

James  Tallmadge,  S.  S.  D.,  January  28,  177^ 

Thomas  Paine,  January  29,  1737. 

Gen.  Henry  Lee,  January  29,  1756. 

Chas.  Rollins,  January  30,  1661. 

James  G.  Blaine,  January  31,  1830. 

Franz  Schubert,  January  31,  1797. 

Ben.  Jonson,  January  31,  1574. 

William  ^IcKinley,  January  29,  184 


L843. 
Speciat,  Days. 


"The  sixth  of  January  is  called  Twelfth  day,  as  it  is  the 
twelfth  after  Christmas,  and  with  this  da}^  the  Christmas  holi- 
daj'S  cease. 

This  is  sometimes  chosen  as  the  day  for  children's  parties 
and  presents,  as  it  is  the  da}-  kept  by  the  church  in  memory 
of  the  visit  of  the  wise  men  bringing  gifts  to  the  Infant  Chri.-t. 

All  these  are  general  holidays,  for  they  are  observed  in 
many  different  nations  and  races;  but  there  are  local  holidays, 
— days  which  are  especially  dear  to  persons  of  certain  places. 
Many  of  the  southern  states  of  our  Union  keep  the  ninteenth 
of  January  as  a  festival, — the  birthday  of  a  brave  confederate 
officer.  General  Robert  Edward  Lee.  He  was  a  native  of  \'ir- 
ginia  and  belonged  to  a  race  of  heroes,  some  of  his  family  hav- 
ing been  famous  in  the  M'ar  of  the  Revolution. 

The  twenty-fifth  of  the  month  is  the  birthday  of  the  poet 
Burns,  and  in  every  part  of  the  world  where  Scottish  people 
are  to  be  found  it  is  celebrated  with  a  supper  of  Scottish  dishes 
and  the  singing  of  the  sonQs  of  their  country." — Teachers' 
World. 


THE    PLAN    BOOK.  549 


I    MUSIC  AND  MUSICIANS. 


The  Musicians'  Corner. 

January  Songs. 

Mozart's  Birthday. 

1.     The  Musicians'  Corner. 

Decide  this  month,  or  on  Mozart's  birthday,  where  your 
Musicians'  Corner  is  to  be. 

Give  the  wall  space  nearest  the  organ  or  piano  to  this,  if 
possible.  Secure  a  picture  or  photograph  of  St.  Cecilia,  a  St. 
Cecilia  in  bas-relief  (a  conception  differing  from  the  photo- 
graph), pictures  of  Beethoven  and  Mozart  and  small  busts  of 
these  musicians.  These  small  plaster  of  paris  busts  and  bas- 
relief  may  be  bought  for  ten  or  fifteen  cents.  The  larger 
casts  cost  from  twenty-five  cents  to  a  dollar. 

These  pictures  may  be  grouped  with  the  bas-relief  upon 
the  wall.  A  bracket  may  be  arranged  for  the  busts  or  they 
may  be  placed  upon  the  piano,  organ  or  mantel-piece.  Pic- 
tures or  photographs  of  the  homes  of  these  musicians  may  be 
added  to  those  on  the  wall  or  mantel. 

Ask  pupils  to  begin  the  preparation  of  a  portfolio  or  scrap- 
book,  in  which  all  newspaper  clippings  and  pictures  of  famous 
musicians  may  be  preserved.  The  Chicago  Record  of  '98  con- 
taihed  a  number  of  these.  Let  this  scrap-book  always  be 
found  on  the  piano,  together  with  one  or  more  school  or  library 
books  which  treat  in  an  interesting  way  of  the  lives  of  famous 
musicians.  Pupils  with  library  cards  may  take  turns  in  draw- 
ing out  these  books  and  bringing  them  to  the  school-room. 
Allow  pupils  to  use  these  books  after  lessons  are  learned.  A 
rocking-chair  and  a  rug  for  the  floor  will  add  attractiveness  to 
this  corner,  and  pupils  enjoy  bringing  both  and  loaning  to  the 
school  for  a  certain  period  of  time. 


550  THE    PLAN    BOOK. 

Try  to  add  some  new  feature  to  this  corner  each  week. 
Ask  some  friend  to  loan  her  collection  of  foreign  -post  cards 
with  pictures  of  musicians  or  artists  and  their  homes. 

Ask  pupils  to  borrow  photographs  from  parents  to  be  kept 
a  few  days.  As  other  musicians  are  studied,  add  their  pictures 
to  the  collection. 

January  Music. 

In  our  literature  work  this  month  we  take  up  the  lives  and 
work  of  two  of  the  world's  sweetest  singers,  Tenn3'son  and 
Burns.  Many  of  their  songs  have  been  set  to  music  and  should 
be  given  this  mouth  in  connection  with  the  literature  and  bio- 
graphies of  these  poets.  Suggestions  in  regard  to  these  songs 
are  given  elsewhere,  in  their  biographies. 

How  many  of  the  pupils  can  give  the  name  of  the  man  who 
wrote  that  popular  old  song  "Old  Oaken  Bucket"?  Celebrate 
the  birthday  of  the  author,  S.  Woodworth,  (Jan.  13)  by  teach- 
ing the  song.     Let  pupils  illustrate  it  with  drawings. 

In  connection  with  the  morning  talks  on  manners  and  morals 
teach  "Work,  for  the  night  is  coming,"  or  some  song  having  a 
similar  subject. 

Mozart's  Birthday,  Jan.  27. 

Arrange  your  Musicians'  corner  as  a  surprise  to  the  pupils 
for  this  day  and  explain  3'our  plan  of  making  this  one  of  the 
attractive  features  of  the  room.  Ask  pupils  if  they  wish  to 
help,  and  suggest  that  some  one  who  has  chairs  and  rugs  to 
spare  at  home,  bring  these  to  remain  for  a  month  at  a  time,  to 
be  replaced  at  the  end  of  the  period  by  others. 

Another  may  bring  a  book  to  serve  as  a  musician's  scrap 
book,  others  clippings,  and  pictures.  Some  may  wish  to  save 
pennies  to  bu}'  busts  or  casts  of  musicians. 

Tell  pupils  the  story  of  the  musician  whose  face  looks  out 
from  this  corner  upon  them,  and  whose  birthday  comes  on  this 
day.  Teach  them  the  song  which  has  been  given  for  this  pur- 
pose in  this  Plan  Book. 

Let  another  song  be  sung  by  some  pupil  who  has  come  pre- 


THE   PLAN   BOOK. 


551 


pared,  and  as  a  special  treat  ask  some  musicial  friend  to  come 
in  and  play  one  or  more  of  Mozart's  compositions  for  tlie  pupils. 
The  children  will  come  to  look  forward  to  their  afternoons  with 


WOI,FGANG  MOZART, 


musicians  with  pleasure  and  will  oftentimes  be  able  to  contri- 
bute to  the  pleasure  of  the  others  by  rendering  selections  them- 
selves. 

Schubert,  whose  birthday  comes  in   this  month  also,  will 
be  taken  up  at  another  time. 


j52  the  plan  book. 

WOLFGANG  MOZART. 

BORN  JANUARY  27,    1756;   DIED   179L 

Wolfgang  Mozart  was  a  little  German  boy  who  lived  in  the 
town  of  Salzburg  over  a  hundred  and  forty  years  ago. 

His  father  was  a  musician,  and  from  him,  little  Wolfgang 
inherited  a  genius  that  gave  to  him  in  later  years  the  reputa- 
tion of  being  the  most  wonderful  musician  that  ever  lived. 

When  he  was  three  years  old,  he  would  play  on  the  harpsi- 
chord. At  four  he  began  to  play  on  the  piano  and  to  compose 
music.  His  father  was  very  proud  of  him,  and  assisted  him 
by  writing  down  his  music  for  him.  He  was  given  a  violin 
when  still  a  very  young  child,  and  soon  mastered  it. 

Wolfgang  was  trained  to  habits  of  systematic  work.  He 
was  not  allowed  to  neglect  his  lessons,  and  was  obliged  to  give 
an  account  of  the  work  accomplished  at  the  close  of  each  day. 

Mozart's  father  realized  that  his  little  son  was  a  great 
genius,  and  he  thought  all  the  princes  and  great  people 
ought  to  hear  him,  so  he  started  out  on  a  journey,  when  Wolf- 
gang was  six  years  old,  in  order  to  let  him  play  for  these  people. 

There  was  a  little  sister,  who  was  also  a  fine  musician,  and 
she  accompanied  them  on  this  concert  tour.  Everyone  was 
delighted  with  the  little  boy's  playing,  and  at  the  age  of  seven 
he  was  the  wonder  of  all  Europe. 

Presents  of  useless  jewelry  were  showered  upon  the  chil- 
dren, who  needed  instead,  money,  and  when,  after  three  or  four 
years'  traveling,  they  returned  to  their  home,  they  had  enough 
jewelry  to  stock  a  shop,  but  were  still  very  poor. 

Wolfgang  was  not  spoiled  by  all  the  flattery  and  attention 
he  received,  but  remained  the  same  lovable  boy,  full  of  spirits 
and  fun. 

After  this  concert  tour  Mozart  remained  home  for  one  year, 
and  in  that  time  he  composed  sonatas,  cantatas,  masses  and 
other  musical  compositions  so  beautiful  that  they  are  still  en- 
joyed by  people  all  over  the  world. 

When  Mozart  was  twelve,  the  family  started  out  on  another 
concert  tour,  and,  while  in  Vienna,  he  composed  an  opera,  which 


THE   PLAN   BOOK.  553 

was  performed  at  the  house  of  a  friend,  and  this  was  followed 
by  many  concerts  in  other  cities  and  countries. 

These  were  happy  years  for  the  boy.  He  was  beloved  by 
all,  on  account  of  his  beautiful  character,  as  well  as  his  genius, 
and  every  concert  was  a  triumph  for  him. 

But  though  Mozart  gained  fame,  he  remained  very  poor, 
because  it  was  not  considered  right  to  sell  the  presents  given 
to  him  by  royal  persons.  Wlien  he  returned  to  his  home  he 
was  made  Concert  Master  by  the  Archbishop,  but  while  he 
was  in  the  family  of  the  Archbishop,  he  was  compelled  to  eat 
with  the  kitchen  servants. 

He  made  the  best  of  everything,  however,  and  into  his 
music  put  the  sunshine  of  a  brave  and  cheerful  spirit.  At  the 
age  of  twenty-one,  Mozart  started  to  seek  his  fortune.  He 
worked  very  hard  and  received  honors  everywhere.  He  was 
knighted  in  Rome,  in  the  order  of  the  Golden  Spur;  he  made 
friends  of  artists,  poets  and  musicians  in  many  countries,  but 
he  made  little  money.  He  did  not  receive  what  his  compo- 
sitions were  worth  and  other  musicians  who  were  jealous  of 
him  caused  him  much  trouble. 

Mozart  was  especially  fond  of  writing  operas,  and  one  of 
them,  "Figaro,"  was  given  every  night  during  one  whole  win- 
ter in  Prague.  So  popular  did  it  become  that  parts  of  it  were 
sung  in  almost  every  home  where  music  was  loved.  Hand 
organs  ground  out  the  airs,  and  boys  on  the  streets  whistled 
the  airs  from  this  beautiful  opera.     Are  you  familiar  with  it? 

During  his  short  life  Mozart  wrote  over  six  hundred  fin- 
ished pieces  and  two  hundred  unfinished  ones.  It  is  no  won- 
der that  such  close  application  broke  him  down,'  and  that  he 
died  of  overwork  at  thirty-five  years  of  age. 

"One  day  a  strange  messenger  dressed  in  gloomy  gray 
called  upon  Mozart.  He  bore  a  letter  which  requested  that 
the  great  musician  write  a  requiem  for  the  dead  as  quickly  as 
possible.  Mozart  agreed  to  do  this  and  asked  where  the  music 
should  be  sent  when  finished.     The  messenger  would  not  tell 


554  THE    PLAN    BOOK. 

hiiti  for  whom  the  requiem  was  intended,  but  said  that  he 
would  call  for  it  when  the  music  was  ready." 

Mozart  began  the  requiem  and  as  he  worked  on,  fighting 
bravel}^  with  weakness  and  pain,  he  felt  that  the  requiem 
would  be  his  own  and  that  death  would  come  soon  to  him. 
He  worked  on  it  as  long  as  he  could,  and  when  he  could  no 
longer  hold  a  pen,  one  of  his  pupils  finished  the  piece  for  him. 

On  his  death  bed  he  asked  to  have  the  piece  sung  to  him, 
and  with  his  feeble  voice,  sang  the  alto  while  friends  took  the 
other  parts.  He  died  on  the  same  day,  and  at  his  funeral  this 
requiem,  which  is  now  known  as  Mozart's  Requiem,  was  sung. 

Mozart's  body  was  laid  to  rest  in  the  burial  ground  of  the 
poor.  No  stone  marked  the  place,  and  now  the  exact  spot  is 
unknown.  After  his  death,  however,  people  began  to  realize 
their  neglect  of  this  greatest  of  composers  aud  many  monu- 
ments have  since  been  erected  to  his  memory. 


THE  KIND  VIOLIN  PLAYER. 
A  poor  old  blind  soldier  used  to  earn  a  scanty  living  by 
playing  his  violin  every  night  in  one  of  the  public  gardens  in 
Vienna.  His  little  dog  sat  beside  him,  holding  its  master's  hat 
for  the  few  coppers  that  passers-by  occasional!}^  dropped  in. 
One  night  the  old  man  was  in  trouble.  No  one  stopped  to 
listen  to  his  music,  and  he  had  not  received  a  single  coin  that 
day.  Hungry  and  weary  and  grieved,  the  poor  old  soldier  at 
last  sat  down  and  wept.  A  stranger,  seeing  his  distress,  cai  le 
up  to  him,  put  a  coin  in  the  hat,  and  said  kindly,  "Lend  me 
your  violin,  and  I  will  play  while  you  collect."  He  tuned  the 
violin  carefully,  and  then  played  so  magnificently  that  a  great 
crowd  gathered  to  listen.  The  hat  quickl}^  filled,  not  with  cop- 
pers only,  but  with  silver  too.  The  stranger  who  so  nobly 
thus  came  to  the  help  of  a  poor  broken-down  soldier,  was  one 
of  the  finest  violin  players  in  the  world.  The  old  man  wept 
tears  of  joy  as  he  blessed  his  benefactor,  and  the  crowd  enthusi- 
astically cheered  him  for  his  kindness  as  he  walked  away  — 
Reprodtiction  Story ^  Pri}na?y  Education. 


THE    PLAN   BOOK.  555 

PICTURES  AND  ARTISTS.    I 


Picture  Talks. 

January  Pictures. 

Michael  Angelo. 

Use  of  Pictures  in  Literature. 

'The  heroic  idea  finds  its  most  captivating  illustration  in 
the  great  soldier  or  in  the  knight.  That  the  imagination  of  the 
children  is  stirred  with  a  sense  of  the  moral  ideal  and  their  hearts 
won  to  a  love  of  and  a  desire  to  be  that  ideal,  no  one  can  doubt. 

Beginning  with  these  stories  we  pass  to  the  consideration 
of  our  nation's  great  heroes  and  the  nation's  worth.  From 
the  ideal  hero  in  the  poetic  conception  of  the  ideal  knight  we 
pass  to  the  actual  hero.  Captivating  the  imagination  with  the 
revelation  of  the  ideal  and  stirring  in  the  children  a  sense  of 
their  relation  to  it,  works  wonders  in  their  development. " 

Sir  Galahad. 

Use  this  picture  in  connection  with  your  literature  work  this 
month.  Tell  them  the  story  of  this  noble  religious  knight,  and 
let  them  make  a  careful  study  of  Tennyson's  Sir  Galahad. 

Interest  your  pupils  in  making  collections  of  pictures  and 
reading  matter  pertaining  to  castles,  moats,  costumes  of 
knights,  armor,  etc.  Stories  of  crusades  by  the  knights,  bat- 
tles, tournaments,  dungeons  and  stories  of  the  brave  knights 
themselves,  and  stories  of  the  days  of  chivalry. 

If  a  study  has  been  made  of  Lowell's  Vision  of  Sir  Laun- 
fal  it  will  help  them  to  understand  this  poem,  picture  and 
story.  Ask  pupils  to  look  up  all  they  can  find  concerning  the 
Holy  Grail.  Interest  pupils  in  a  plan  to  make  or  save  money 
to  buy  a  large  photograph  or  picture  to  be  framed  for  school 
room  use.  Let  pupils  read  that  charming  story  of  Miss  Har- 
rison's, "How  Little  Cedric  Became  a  Knight,"  in  Stepping 
Stones  to  Literature,  Fourth  Reader,  and  the  Red  Cross  Knight 


556  THE    PLAN    BOOK. 

and  the  Saracen,  by  Walter  Scott,  in  the  New  Era  Fifth  Reader. 

Travel. 

Suppose  3'ou  are  taking  for  a  series  of  language  lessons 
the  subject  of  travel,  the  different  modes  of  travel  employed 
by  the  people  of  different  countries,  and  the  improvements 
made  in  recent  years. 

Ask  pupils  to  find  old  histories,  geographies,  magazines, 
newspapers,  old  unused  school  books  of  any  kind  which  every 
garret  will  3'ield,  and  bring  them  to  school.  From  these,  clip 
all  the  pictures  of  animals  and  conve3'ances  used  in  travel. 

These  may  be  put  in  envelopes  until  needed  to  illustrate 
the  written  language  papers,  or  they  ma}^  be  pinned  on  the 
picture  screen  which  is  kept  for  class  use. 

The  larger  pictures  may  be  mounted  on  stiff  card  board 
and  used  to  decorate  the  room  by  pinning  them  around  the 
top  of  the  black  board,  or  pasting  them  in  the  scrap  book  de- 
voted to  travel. 

Across  one  part  of  the  board  arrange  a  procession  of  ani- 
mals used  in  traveling.  Another  space  may  be  devoted  to  the 
conveyances  or  carriages  used,  beginning  with  the  earliest  or 
most  primitive  kinds  known. 

In  arranging  these  pictures  in  Travel  Scrap-book,  arrange 
according  to  periods  or  centuries,  and  find  how  many  inven- 
tions in  this  line  have  been  made  this  last  centur3\ 

The  pupils  will  be  intensely  interested  in  making  this  col 
lection,  and  their  efforts  will  result  in  a  desire  to  copy  some  of 
these  themselves.  Let  them  make  some  of  these  during  the 
period  of  construction  work.  To  one  class  assign  conveyances 
used  on  water  by  different  nations.  Pupils  can  easily  con- 
struct canoes,  boats,  gondolas,  miniature  ships,  etc. 

Another  class  may  make  sleds  and  sleighs  employed  by 
Eskimos,  Lapps,  Russians,  Alaskans  and  our  own  people. 

"Beauty  Spots." 

In  grouping  your  pictures,  arrange  one  "beauty  spot," 
which  shall  be  called  "Poets'  Corner,"  another  for  authors,  a 


MICHEL   ANGELO    AT    WORK    ON    HIS    MOSIiS. 


(557) 


THE   PLAN   BOOK.  559 

third  for  artists,  and  a  fourth  for  musicians.  The  details  of 
this  plan  are  explained  under  the  head  "January  Music." 

These  pictures  will  need  to  be  changed  from  month  to  month 
and,  as  Perry  pictures  are  almost  too  small  for  framing  for  the 
wall,  I  will  suggest  each  month  ways  and  means  of  securing 
large  pictures. 

A  picture  of  Burns  and  his  birthplace,  twelve  and  one-half 
by  sixteen  inches,  may  be  secured  with  the  American  Primary 
Teacher  for  September,  1899;  a  picture  of  Franklin,  same  size, 
with  May,  1898.  The  magazine  costs  ten  cents  a  copy,  and 
the  picture  alone  is  worth  that. 


MICHAEL  ANGEIvO. 

BORN  MARCH   6,  1474. 

This  most  celebrated  of  the  great  sculptors  of  modern  times 
was  born  in  Florence,  Italy,  the  "Smokeless  City"  of  which 
Shelly  writes.  Michael  Angelo  was  noble  by  birth,  but  his 
father  was  not  a  man  of  wealth  and  so  the  son  was  sent  to  a 
school  in  Florence. 

He  made  little  progress  in  his  studies,  for  most  of  his  time 
he  spent  in  drawing  and  visiting  the  studios  of  the  different 
artists  of  the  city.  For  this  he  was  beaten  by  his  father,  but 
the  beatings  did  no  good.  As  a  child  he  had  been  given  to  the 
care  of  a  nurse,  who  was  a  stone  mason's  wife,  and  for  a  time 
lived  among  the  quarrymen  and  sculptors  of  the  picturesque 
region  three  miles  from  Florence. 

While  here  he  began  to  draw  as  soon  as  he  could  use  his 
hands.  He  made  charcoal  sketches  on  the  walls  of  the  stone 
mason's  house,  and  his  foster  parents  encouraged  him  in  his 
work. 

His  father  however  was  determined  that  the  boy  should  not 
become  an  artist,  but  that  he  should  become  a  dealer  in  silks 
and  woolens.  He  tried  in  every  way  to  discourage  the  son, 
and  it  was  only  after  years  of  struggle  that  Michael  Angelo 
was  permitted  to  study  art. 

When  at  the  age  of  fourteen  he  finally  secured  his  father's 


50U  THE   PLAN    BOOK. 

permission  to  study  art;  lie  entered  the  studio  of  one  of 
the  best  painters  of  the  day,  and  remained  three  years. 
Here  he  showed  such  marked  talent  that  he  aroused  the  jeal- 
ous}^ of  his  teacher,  who  found  his  own  work  surpassed  by  that 
of  a  mere  lad. 

He  received  very  little  instruction  here,  but  among  the 
other  pupils  he  found  congenial  companionship,  and  while  in 
this  studio  availed  himself  of  permission  given  to  the  pupils  of 
that  painter  by  Lorenzo  de  Medici  to  study  in  an  academy 
which  that  generous  nobleman  had  established  for  the  advance- 
ment of  sculpture. 

While  here  he  attracted  the  attention  of  Lorenzo  by  his 
beautiful  drawings.  The  academy  was  in  a  garden  which  was 
Supplied  with  beautiful  sculpture,  and  here  the  nobleman  liked 
to  walk  and  amuse  himself  by  watching  the  progress  of  the 
young  artists  whom  he  had  invited  to  study  in  his  grounds. 

One  day  ]\Iichael  Augelo  saw  one  of  the  students  modeling 
in  clay,  and  wished  to  try  his  own  hand  at  it.  The  result  was 
so  good  that  he  determined  to  try  his  skill  in  marble.  He 
begged  a  piece  of  marble  and  a  tool  from  some  workmen  who 
were  ornamenting  the  palace  and  made  a  mask  of  a  "Laughing 
Faun."  Do  j-ou  know  what  a  faun  is  ?  Have  you  ever  seen 
a  picture  of  one  ?  Where  ?  Show  picture  and  explain.  The 
faun  among  the  Romans  was  a  kindof  demigod  or  ruial  diety. 
It  was  called,  also,  sylvan  and  differing  little  from  sat\r. 
They  were  represented  as  half  goat  and  half  man. 

Michael  Angelo  found  his  model  in  the  garden,  but  it  was 
very  old  and  imperfect  and  his  own  copy  was  a  great  improve- 
ment. When  the  mask  was  nearly  finished  Lorenzo  again 
visited  the  garden.  He  was  very  much  pleased  with  the  mask, 
but  found  one  fault.  The  faun  wa-^  represented  as  old, and  yet 
the  teeth  which  showed  were  all  perfect.  He  thought  that  at 
such  an  advanced  age  some  teeth  would  be  wanting.  IMichael 
Angelo  at  once  broke  out  a  tooth  and  filled  the  gum  as  though 
it  had  dropped  out.  This  so  pleased  the  nobleman  that  he 
gsve  the  young  artist  an  apartment  in  his  house.     He  made 


THE   PLAN    BOOK.  561 

him    a  guest  at   his  table,  introduced  him  to  the  noble  and 
learned  men  of  state  who  visited  the  city. 

In  this  home  Michael  Angelo  remained  three  years.  At 
seventeen  he  was  delicate,  but  became  stronger  as  he  grew 
older.     He  was  of  middle  height,  with  dark  hair  and  gray  eyes. 

When  only  seventeen  he  executed  for  his  patron  a  basso- 
relievo  in  bronze.  We  talked  last  month  about  reliefs.  Can 
you  tell  me  what  this  expression  "basso-relievo"  means?  We 
see  and  hear  it  so  often.  Let  us  fix  it  firmly  in  our  minds. 
In  sculpture  when  figures  do  not  stand  out  far  from  the  ground 
or  plane  on  which  they  are  formed  they  are  said  to  be  done  in 
reliefs.  When  they  are  low,  flat  or  little  raised  from  the  plane 
the  work  is  said  to  be  in  low  relief  (basso-relievo). 

Michael  chose  for  his  subject  the  battle  of  Hercules  with 
the  Centaurs.  You  see  it  is  a  picture  with  a  story,  and  to  un- 
derstand the  picture  we  must  find  out  what  this  means.  Cen- 
taur in  mythology  means  a  fabulous  being  supposed  to  be  half 
man  and  half  horse,  (show  picture).  Who  knows  about  this 
battle  of  Hercules  with  the  Centaurs?  Tell  story.  Show  copy 
of  the  relief. 

When  Michael  Angelo  was  twenty-one  he  went  to  Rome. 
Here  he  was  thrown  upon  his  own  resources  and  began  the 
series  of  masterly  works  which  surpassed  the  ancient  masters 
and  made  him  not  only  master  in  Italy,  but  in  the  world. 

He  produced  a  Sleeping  Cupid  that  received  so  much  praise 
that  it  attracted  the  attention  of  the  Pope,  Julius  II,  who  com- 
missioned him  to  erect  a  mausoleum.  What  is  a  mausoleum? 
Have  you  ever  seen  one?     Where? 

His  next  great  work  was  to  adorn  the  Sistine  Chapel  with 
fresco-paintings.  You  remember  we  talked  of  this  chapel  last 
month,  in  connection  with  Raphael's  work  there.  The  fres- 
coes were  the  work  of  Michael  Angelo's  own  hand.  The 
chapel  was  publicly  opened  All  Saints'  Day,  1512,  and  from 
that  time  these  frescoes  of  Michael  Angelo's  have  been  ac- 
knowledged the  most  wonderful  and  perfect  triumph  of  art  in 
any  age. 


562  THE   PLAN    BOOK. 

These  paintings  are  descriptive  of  the  progress  of  the 
Christian  religion,  from  the  creation  of  the  world  until  the 
last  judgment  of  all  men. 

Most  of  them  are  painted  on  the  arched  ceiling,  and  in  order 
to  do  this  he  was  obliged  to  lie  on  his  back.  This  was  difi&cult 
work  and  very  hard  on  the  eyes  of  the  artist.  Think  too  of  the 
knowledge  of  history  required  for  such  a  painting,  andiche  days 
and  days  of  reading  and  study  it  must  have  required. 

In  his  old  age  he  was  once  found  walking  alone  in  the  ruins 
of  the  Coliseum.  When  the  cardinal  who  met  him  expressed 
surprise  he  replied  "I  go  yet  to  school,  that  I  may  continue  to 
learn,"  and  to  the  day  of  his  death  he  never  ceased  to  work 
and  study. 

He  lived  very  simply  all  his  life.  During  his  early  years 
and  until  middle  age  he  deprived  himself  of  comfort  and  rest 
that  he  might  contribute  to  the  support  of  his  father,  brothers 
and  relatives. 

The  work  on  the  Sistine  chapel  was  followed  by  many  other 
important  commissions.  Among  these  was  "Moses,"  and  while 
still  at  work  on  this  he  was  asked  to  paint  a  great  picture 
which  should  immortalize  the  region  of  Paul  III. 

This  picture.  The  Last  Judgment,  was  to  be  painted  for  the 
Sistine  Chapel,  and  to  this  Michael  Angelo  devoted  eight  years. 

The  painting  when  completed  was  one  of  the  grandest  pro- 
ductions of  the  world.  There  were  three  hundred  figures  and 
heads  in  the  vast  fresco. 

When  over  seventy  he  was  made  architect  of  St.  Peters, 
which  had  been  begun  over  a  hundred  years  before. 

Many  designs  had  been  made,  but  little  progress.  Michael 
designed  the  dome  and  almost  completed  it  before  his  death, 
but  was  constantly  hampered  by  the  stinginess  of  his  patrons. 
He  devoted  himself  to  this  for  the  remainder  of  his  life,  eighteen 
years  without  any  compensation. 

All  this  time  he  was  implored  to  carve  statues  and  paint 
pictures  elsewhere.  Much  of  his  work  can  not  be  mentioned 
here,  but  every  day,  almost  every  hour,  was  filled  with  toil. 


MICH^I,  ANGELO'S   MOSES. 


(563) 


THE   PLAN    BOOK.  565 

His  motto  seemed  to  be  "Work,  Work,  Work"  for  when 
engaged  upon  his  great  pictures  he  scarcely  stopped  to  eat  or 
sleep  and  often  slept  with  his  clothes  on  that  he  might  be  ready 
for  work  on  arising  from  his  bed. 

He  was  a  poet,  an  engineer  and  an  architect,  as  well  as  a 
sculptor  and  painter.  Whatever  work  he  attempted  he  devoted 
liiiiiself  to  with  an  intensity  and  will  power  which  belong  to 
genius. 

He  loved  liberty  and  uprightness;  counted  manhood  above 
a  1  things,  and  showed  himself  as  great  in  character  as  he  was 
in  sculpture  and  painting.  Though  not  winning  and  lovable 
in  manner  as  was  Raphael,  he  was  a  good  and  noble  man. 

He  never  married,  but  used  to  say  that  his  works  were  his 
children  and  must  bear  his  name  to  posterity.  He  died  at  the 
age  of  ninety.  All  Rome  desired  that  he  should  be  laid  to  rest 
in  that  city,  but  it  was  his  wish  that  he  be  taken  to  his  old 
home  in  Florence,  and  there  he  was  laid  to  rest. 

The  Centaurs. 

The  Greeks  loved  to  people  their  hills  and  woods  with 
strange  creatures  which  were  half  man  and  half  beasts.  The 
satyrs  were  men  with  goat's  legs.  The  centaurs  were  men  to 
the  waist,  while  the  rest  was  the  form  of  a  horse. 

The  ancients  were  very  fond  of  a  horse,  and  admitted  him 
to  the  companionship  of  man.  At  the  marriage  of  Pirithous 
with  Hippodamia,  they  were  among  the  guests  and  were 
served  with  wine.  One  of  the  centaurs  became  intoxicated 
with  wine  and  became  violent.  The  other  centaurs  followed 
his  example  and  a  dreadful  battle  arose  in  which  a  number  of 
them  were  slain.  This  celebrated  battle  has  been  a  favorite 
subject  with  sculptors  and  poets  of  ancient  times. 

The  Fates. 

The  fates  were  three — Clo'tho,  Lach'e-sis  and  At'-ro- 
pos.  Their  office  was  to  spin  the  thread  of  human  destiny, 
and  they  were  armed  with  shears,  with  which  they  cut  it  off 


566  THE   PLAN    BOOK. 

when  they  pleased.      They  were  the  daughters  of  The'  mis, 
Law,  who  sits  by  Jove  ou  his  throne,  to  give  him  counsel. 

Michael  Angelo's  Moses.  j 

Among  the  many  noble  and  beautiful  works  which   still    ] 
exist  to  attest  his  wonderful  skill,  none  is  more  famous  than    1 
Michael  Angelo's  Statue  of  Moses  on  the  tomb  of  Pope  Julius    } 
II,  in  the  Church  of  San  Pietro  in  Vincoli  at  Rome.     As  orig- 
inally planned,  the  monument  of  Pope  Julius  was  to  be  on  a 
magnificent  scale.     It  was  to  consist  of  a  great  quadrilateral    - 
structure,  two  courses  high,  projecting  from  the  church  wall    > 
and  decorated  with  statues.     On  the  upper  course  was  to  be 
placed  the  figure  of  the  pope,   with  prophetic  and  allegoric 
characters  at  either  side  and  at  the  angles — sixteen  figures  in 
all.     The  lower  course  was   to  be  enriched  with  twenty-four 
figures  in  niches  and  on  pedestals.    This  design,  however,  was 
never  completed.     The  Moses,  originally  intended  for  one  of 
the  angles  of  the  upper  course,  is  now  placed  at  the  level  of 
the  eye  in  the  center  of  the  principal  face  of  the  monument  as 
it  was  at  last  finished  in  a  deplorably  reduced  state  by  Mich- 
ael Angelo  in  his  old  age.      This  statue  dwells  amidst   the 
masterpieces  of  ancient  and  modern  sculpture,  an  event  with- 
out parallel,  the  representative,  if  not  wholly  faultless,  still 
the  most  perfect,  of  an  art  unknown  before. 

''It  is  this  grand,  this  unequalled  creation  even  of  this  gen- 
ius, which  people  go  to  see,  and  few  think  of  the  rest  of  the 
monument  or  fix  any  of  its  features  in  their  memory.     MoseS,  l 
the  friend  of  God,  the  guide  and  lawgiver  of  God's  people,   is 
represented  by  Michael  Angelo  as  agitated  b}-  strong  emotion 
He  is  seated,  but  his  attention  is  roused  by  something  which  ,' 
startles  him  and  stirs  him;  he  grasps  his  robe  with  one  hand, 
with  the  other  nervously  clutches  his  ample  beard,  and    is 
about  to  spring  to  his  feet,  but  pauses  for  an  instant,  whilst  he 
gazes  on  the  objects  of  his  displeasure  with  a  look  in  which 
indignation  and  contempt  are  mingled,  yet  which  might  be| 
changed  into  a  gleam  of  compassion." 


I 


I 


(567) 


THE    FATES. 


Schram. 


(560) 


BT' 


THE  PLAN   BOOK.  571 

Language  must  fail  in  any  attempt  to  convey  any  true  idea  of 
the  sublimity  of  this  great  work  of  sculpture.  That  it  places 
Michael  Angelo  far  above  all  modern  professors  of  his  art  is 
undeniable,  whilst  it  entitles  him  to  a  niche  on  an  equal  level 
with  the  greatest  sculptors  of  the  ancient  world,  although  his 
art  is  so  different  from  theirs,  as  different  in  form  as  in  aim 
and  object. 

The  detail  of  the  execution  is  very  elaborate,  especially  that 
of  the  drapery,  which  is  arranged  with  the  greatest  attention  to 
insure  graceful  lines,  the  folds  being  managed  with  exquisite 
taste  and  skill, -so  as  to  show  the  body  beneath,  in  which  are 
combined  the  appearance  of  great  physical  strength  with  beauty 
of  shape,  the  latter  approximating  even  to  delicacy  and  refine- 
ment, of  which  the  feet  especially  are  examples. 

Literature. 

Poem,  "By  Nebo's  Lonely  Mountain;"  story  of  Moses  from 
the  Bible;  ''Michael  Angelo"  in  "  Artist-Biographies;"  "  Ro- 
mola;"  Mrs.  Oliphant's  "Makers  of  Rome"  and  "Makers  of 
Florence;"  Edward  Armstrong's  "Lorenzo  de  Medici;'*  descrip- 
tion of  St.  Peter's  in  Hawthorne's  "  Marble  Faun;"  Mrs  Stowe's 
"  Agnes  of  Sorrento.'' 

Picture  Talks. 

Show  to  pupils  a  picture  of  each  of  Michael  Angelo's  most 
famous  pictures,  which  may  be  secured  of  the  Perry  Picture 
Company.  Among  these  are  his  own  portrait,  his  home,  the 
Sistine  Chapel  upon  which  he  worked,  the  ceiling  of  Sistine 
Chapel,  The  Last  Judgment,  Head  of  David,  Moses  Statue, 
Prophet  Ezekiel,  Three  Fates,  Tomb  of  Lorenzo  de  Medici. 

Show  also  a  picture  of  St.  Peter's  of  Rome,  where  Raphael 
and  Michael  Angelo  both  worked  so  many  years  of  their  life. 
Let  them  find  out  items  of  interest  about  this  wonderful 
church  to  which  these  artists  gave  their  best  work  and  years 
of  study.  Read  what  Horace  Greeley  says  of  St.  Peter's  in 
Harper's  Fifth  Reader. 


572 


THE    PLAN    BOOK. 


!H*nfcT»ri(r-ilri*n>fn»-,TV7ilr;Tlri^ 

Morals  and  Manners. 


ij^ 


Work,  Lat.or,  Industry. 

Let  these  be  our  watchwords  this  month,  and  the  subject 
of  our  morning  talks.  It  seems  to  have  been  the  motto  of  al- 
most every  famous  man  who  has  achieved  success.  These  men, 
to  whom  we  are  inclined  to  ascribe  success  because  of  special 
talent,  declare  that  their  success  is  due  rather  to  hard  labor. 
If  we  read  and  study  the  lives  of  the  famous  men  whose  birth- 
days we  celebrate  from  day  to  day,  we  will  find  this  the  case. 

Did  you  ever  hear  of  a  great  general,  statesman,  scientist 
or  author  who  was  lazy  ?  Try  to  find  one  person  who  has 
made  a  mark  in  the  w^orld,  and  was  not  a  hard  worker.  There 
may  be  some  exceptions,  and,  if  so,  we  wish  to  find  them. 

Examples. 

Take  Tenn^'son,  for  instance,  and  Mozart,  Michael  Angelo, 
and  others  on  our  January  birthday  list. 

Fraitklin. — "Poor  and  friendless,  3'et  by  perseverance  and 
industry,  he  placed  himself  at  the  tables  of  princes,  and  be- 
came a  chief  pillar  in  the  councils  of  his  country." 

Webster. — ''Labor  was  Daniel  Webster's  right  hand.  Most 
of  his  speeches  were  the  result  of  long  and  laborious  prepara- 
tion, and  he  succeeded  as  much  by  honest  toil  as  by  his  native 
gifts,  although  these  were  of  the  highest  order.  He  was  a 
great  statesman  because  he  was  a  great  worker." 

Dewey. — "'The  secret  of  Dewey's  success  was  due  to  the 
thorough  preparation  for  his  battle  at  Manila." 

IVeUiuif/ofi. — "This  great  commander  left  nothing  to 
chance,  but  provided  for  every  contingency.  He  attended  per- 
sonally to  the  most  trivial  details,  and  the  equipment  was  care- 
fully arranged  beforehand." 


THE   PLAN    BOOK.  573 

Washington. — "  Washington,  also,  was  an  indefatigable 
man  of  business.  From  his  boyhood  he  diligently  trained 
himself  in  habits  of  application,  of  study,  and  of  methodical 
work.  His  manuscript  school-books,  which  are  still  preserved, 
show  that,  as  early  as  the  age  of  ten,  he  occupied  himself  vol- 
untarily in  copying  out  such  things  as  forms  of  receipts,  notes 
of  hand,  bills  of  exchange,  bonds,  leases,  indentures,  land  war- 
rants and  other  dry  documents,  all  written  out  with  great  care. 
And  the  habits  which  he  thus  early  acquired  were,  in  a  great 
measure,  the  foundation  of  those  admirable  business  qualities 
which  he  afterwards  so  successfully  brought  to  bear  in  the 
affairs  of  government." 

Poems. 

Psalm  of  Life.     Longfellow. 
Learn  to  Sweep.     H.  S.  Brooks. 

"Once  in  a  crowded  city  street 

With  broom  in  hand  an  urchin  stood,"  etc. 

Books  to  Read. 

Mrs.  Cheney's  Life  of  Miss  Alcott. 

Mrs.  Bolton's  Poor  Boys  Who  Became  Famous. 

Songs. 

Work,  for  the  Night  is  Coming. 

Work  While  You  Work.     New  Silver  Carols. 

Keep  Working.  "'  " 

Luck  is  Work.     Morning  Bells. 

Work  For  All.     Ideal  Class  Book. 

Gems  to  Memorize. 

God  gives  all  things  to  industry. — Franklm. 

Diligence  is  the  mother  of  good  luck. — Franklin. 

Diligence  overcomes  difficulties;  sloth  makes  them. — Frank- 
lin. 

Plow  deep  while  sluggards  sleep,  and  you'll  have  corn  to 
sell  and  'k^o.^. -^Franklin. 


574  THE  PLAN   BOOK. 

Handle  your  tools  without  mittens;  remember  that  the  cat 

in  gloves  catches  no  mice. — FraJiklin. 

Labor  conquers  all  things. 

It  is  idleness  that  is  the  curse  of  man — not  labor. 

Nothing  is  impossible  to  industry. 

[The  motto  of  Periander, — on  the  Delphian  Temple.] 

Sloth  never  made  its  mark  in  the  world,  and  never  will. 

Nothing  is  so  injurious  as  unoccupied  time. — Dr.  Marshall 
Hall. 

He  who  labors  not,  cannot  enjoy  the  reward  of  labor. 

Work  (employment — useful  occupation)  is  one  of  the  great 
secrets  of  happiness. — Greuge  {the  Frejich  painter) . 

Never  to  be  doing  nothing. — Sir  Walter  Scott^s  motto. 

Power  belongs  only  to  the  workers,  the  idlers  are  always 
powerless. 

Work  is  an  educator  of  character. 

The  world  is  not  a  playground;  it  is  a  schoolroom. — Drum- 
mond. 

Experience  shows  that  success  is  due  less  to  ability  than  to 
zeal.  The  winner  is  he  who  gives  himself  to  the  work,  body 
and  sovX.- -Charles  Burton. 

Pleasure  comes  through  toil,  and  not  by  self-indulgence 
and  indolence.  When  one  gets  to  love  work  his  life  is  a  happy 
one. — Ruskin. 

A  man  is  relieved  and  gay  when  he  has  put  his  heart  int(j 
his  work  and  done  his  best;  but  what  he  has  said  or  done  other- 
wise shall  give  hiiii  no  peace. — Emerson. 


Beautiful  hands  are  those  that  do 
Work  that  is  earnest  and  brave  and  true, 
Moment  by  moment  the  long  day  through! 

Have  faith  in  nothing  but  in  industry. 

Be  at  it  late  and  early;  persevere, 

And  work  right  on  through  censure  and  applause, 

Or  else  abandon  Art. — Longfellow. 


THE   PLAN    BOOK.  575 


Biography  for  January. 

January  is  especially  ricli  in  patriotic  birthdays,  as  is  Feb- 
ruary. Question  the  pupils  as  to  the  meaning  of  the  word 
patriotism^  and  ask  for  examples  in  the  history  of  our  own  and 
other  countries. 

Among  these  will  be  Paul  Revere,  Ethan  Allan,  Israel  Put- 
nam, Anthony  Wayne,  Gen.  Wolf,  Stephen  Decatur,  Richard 
Lee,  Benjamin  Franklin,  Daniel  Webster.  These  last  three 
were  patriots  who  served  their  country  with  pens,  instead  of 
swords. 

Other  prominent  people  whose  birthdays  should  receive  at- 
tention in  the  school  room  are  Mozart  and  Schubert,  the 
musicians;  Taylor,  the  author  and  poet;  Burns,  the  poet;  Joan 
of  Arc,  and  Lucretia  Mott,  the  philanthropist. 

Reading  Lessons. 

The  Ride  of  Paul  Revere— Baldwin's  Third  Reader. 

Paul  Revere's  Midnight  Ride — First  Steps  in  the  History 
of  Our  Country.     Silver  &  Burdette,  Pub. 

Paul  Revere — Mary  L.  Pratt's  History. 

General  Putnam — Baldwin's  Fourth  Reader. 

Israel  Putnam — Stories  of  Our  Country,  by  Johonnot. 

Ethan  Allen — Stories  of  Our  Country,  by  Johonnot, 
American  Book  Co. 

Ethan  Allen — Wilson's  History  Reader. 

General  Wolf — First  Steps  in  the  History  of  Our  Country. 

General  Lee  to  His  Sons — Rand  McNally  Fourth  Reader. 

The  Maid  of  Orleans — Johonnot's  Stories  of  Other  Lands. 

Alexander  Hamilton — First  Steps  in  the  History  of  Our 
Country,  by  Silver  &  Burdette. 

Stephen  Decatur,  by  Silver  &  Burdette. 


576  THE    PLAN    HOOK. 

Daniel  Webster,  First  Steps  in  the  History  of  Our 
Country. 

Daniel  Webster's  First  Speech — Baldwin's  Fourth  Reader. 

Eulogy  of  Adams  and  Jefferson,  by  Daniel  Webster — 
New  Era  Fifth  Reader. 

Liberty  and  Union — Webster. 

Our  Sacred  Obligations — Webster. 

Many  of  the  stories  of  these  patriots  may  be  found  in  Mor- 
ris' Primary  and  other  Histories  of  the  United  States,  pub- 
lished by  J.  B.  Lippincott  Company,  Philadelphia. 


BENJAMIN  FRANKLIN. 
Born  January  17,  1706. 

Benjamin  Franklin  was  born  in  Boston,  Mass.  He  was 
one  of  seventeen  children,  and  as  his  father  was  a  poor  man, 
Benjamin  had  to  go  to  work  very  early. 

Benjamin's  father  was  a  candle  maker,  and  when  he  was 
ten  years  of  age  he  was  taken  from  school  to  help  his  father  in 
his  shop.  He  cut  wicks  for  the  candles  and  filled  the  moulds 
with  melted  tallow. 

Benjamin  did  not  like  this  business,  and  learned  the  prin- 
ter's trade  from  his  brother.  He  had  a  chance  while  here  to 
read  and  to  borrow  books  when  sent  on  errands  to  the  book- 
store. 

He  was  more  fond  of  a  book  than  a  good  dinner,  and  often 
sat  up  all  night  to  read.  He  wished  to  write  for  the  paper 
which  his  brother  printed,  but  was  laughed  at  and  discouraged. 
At  length  he  wrote  some  articles  and  put  them  under  the  door 
of  the  printing  office.  His  brother  printed  them,  never  sus- 
pecting the  author. 

Benjamin's  brother  was  a  stern,  rather  harsh  man,  and  he 
did  not  live  a  very  happy  life  with  him.  He  determined  at 
last  to  run  away.  When  he  reached  Philadelphia  he  found 
himself  with  very  little  money,  but  he  soon  found  employ- 
ment. 


BENJAMIN    FRANKLIN. 


(577) 


THE   PLAN   BOOK.  579 

For  two  years  he  supported  himself  by  setting  type,  and 
then  he  set  up  a  printing  office  of  his  own.  He  started  a 
newspaper  also,  which  became  the  best  one  in  America. 

In  those  days  books  were  scarce  and  only  rich  people  could 
afford  to  buy  them.  But  everybody  could  buy  an  Almanac, 
and  so  Franklin  published  a  little  book  of  this  kind.  He 
called  it  "Poor  Richard's  Almanac."  He  was  the  Poor  Rich- 
ard, and  people  liked  the  almanac  because  it  contained  many 
wise  sayings. 

Everything  he  did  was  well  done.  He  was  temperate,  in- 
dustrious, saving,  and  his  business  prospered.  He  studied 
hard  every  spare  minute.  He  was  very  fond  of  science  and 
liked  to  find  out  the  reasons  of  things. 

This  lead  him  to  make  many  discoveries  that  have  bene- 
fitted the  world  since.  His  most  famous  discovery  was,  that 
lightning  and  electricity  are  the  same.  He  found  this  out  by 
flying  a  kite  in  a  thunder  shower.  He  drew  down  from  the 
clouds  sparks  of  lightning,  which  proved  to  be  the  same  as 
electricity.  This  discovery  led  him  to  invent  the  lightning 
rod. 

People  did  not  know  much  about  electricity  at  that  time. 
They  did  not  know  that  it  could  be  made  a  valuable  servant 
which  would  convey  them  on  trolley  cars,  light  their  churches 
and  houses,  carry  messages,  bring  news  from  all  parts  of  the 
earth  in  a  day,  and  many  things  it  does  now  for  us. 

When  the  great  men  of  Europe  heard  what  Franklin  had 
done,  they  said  he  was  a  great  man  and  must  be  called  Doctor 
Franklin.  He  did  other  things  too,  which  have  been  remem- 
bered with  gratitude.  It  would  take  a  long  list  to  tell  all  we 
owe  to  Franklin. 

He  improved  the  printing  press  and  introduced  stereotyp- 
ing. What  does  that  mean?  He  invented  stoves,  made  spec- 
tacles so  that  far  and  near-sighted  people  could  see  as  well  as 
others,  and  invented  automatic  fans. 

What  is  an  automatic  fan?  Of  what  use  is  it?  He  under- 
stood about  ships  and  sailing  them,  and  made  improvements  in 


580  THE   PLAN    BOOK. 

their  shape  and  rigging.  He  was  the  first  man  to  advocate 
electrocution  for  killing  animals  without  pain  and  invented  a 
system  of  shorthand  and  phonograph3^ 

He  founded  the  first  fire  company  and  the  first  periodical 
magazine.     What  does  periodical  mean? 

Franklin  felt  sorry  for  other  poor  people  who  loved  to  read, 
but  could  not  afford  to  buy  books,  so  he  thought  of  a  plan  by 
which  people  could  read  books  without  bu^dng  them.  His 
plan  was  to  have  a  free  library,  and  this  he  started  in  Phila- 
delphia. It  was  the  first  public  library  in  America,  but  ver}' 
soon  after  it  was  started,  other  cities  adopted  his  plan. 

He  had  the  public  welfare  very  deeply  at  heart  and  so  it 
was  no  wonder  that  he  rose  to  be  one  of  the  leading  men  of 
his  cit}',  state,  and  country. 

He  was  at  one  time  postmaster  of  Philadelphia,  then  post- 
master general  of  the  American  Colonies.  For  eighteen  3'ears 
he  represented  the  colonies  in  England,  coming  back  to  put 
his  name  to  the  Declaration  of  Independence.  He  helped  also 
to  draft  this  declaration. 

When  the  war  broke  out,  he  took  a  very  active  part  in  behalf 
of  the  colonies,  and  proved  himself  a  statesman  and  diplomat. 

This  same  year  he  was  sent  as  minister  to  France  to  se- 
cure the  aid  of  that  government  in  the  American  cause. 

Here  he  gained  great  popularity,  conducting  himself 
among  kings  and  princes  in  such  a  way  as  to  win  the  respect 
and  admiration  of  all.     Here  he  remained  ten  years. 

He  came  home  to  be  governor  of  Pennsylvania,  went  to 
Congress,  and  at  eighty-one  signed  the  new  constitution  of  the 
United  States.  He  lived  a  life  of  usefulness,  and  died  at  the 
age  of  eighty-four,  more  highly  esteemed  than  an\'  man  in 
America  except  Washington. 

Explain  to  children  that  such  men  as  Franklin,  Webster, 
Hamilton  and  Lee,  fought  as  well  and  as  bravely  for  their 
country  with  their  pens,  as  others  did  with  swords;  that  the 
framing  and  s'gning  of  the  Declaration  of  Independence 
might  have  meant  death  if  the  Colonists'  cause  failed. 


THE   PLAN   BOOK.  581 

Many  of  Franklin's  sayings  are  as  popular  today  as  when 
he  was  living.  His  life  was  guided  by  rules  of  conduct  which 
he  wrote  out  for  himself  and  tried  faithfully  to  keep. 

Two  of  these  rules  were, — Lose  no  time.  Always  be  doing 
something. 

One  of  his  sayings  which  you  hear  very  often  is: 

"Early  to  bed  and  early  to  rise, 
Makes  a  man  healthy,  wealthy  and  wise." 

See  if  you  cannot  find  others. 

See  if  you  can  find  a  copy  of  the  paper  he  founded,  which 
still  bears  his  name  upon  the  cover.  (Saturday  Evening 
Post.) 

Reading  Lessons. 

Benjamin  Franklin,  New  Century  Third  Reader. 

Time, 

The  Youth  of  Franklin,  Stories  of  Our  Country  (Johon- 
not.) 

The  Story  of  a  Whistle,  Baldwin's  Fourth  Reader. 

Poor  Richard's  Almanac,  Rand,  McNally  Fourth  Reader. 

Franklin's  Arrival,  New  Era  Fourth  Reader 

Turning  the  Grindstone,  New  Era  Fourth  Reader. 

My  First  Day  in  Philadelphia,  Harper's  Fourth  Reader. 

The  Savages  of  North  America,  1784,  Harper's  Fifth 
Reader. 

The  following  stories  about  Franklin  may  be  found  in 
Wilson's  History  Reader. 

Dr.  Benj.  Franklin,  Boyhood  of  Franklin,  Franklin  in 
Philadelphia,  Franklin  the  Printer,  His  Discovery  in  Elec- 
tricity, Franklin  goes  to  France,  Franklin's  Rules  of  Conduct, 
Electricity  Since  the  Time  of  Franklin. 

One  of  the  best  accounts  of  Franklin's  life  is  given  in  the 
Primary  History  Reader  by  Morris,  published  by  J.   B.    Lip 
pincott  Co. 


582  THE  PLAN   BOOK. 


LITERATURE  FOR  JANUARY. 


If  your  pupils  have  not  already  memorized  "The  New 
Year,"  b}^  Tennyson,  allow  them  to  do  so  at  the  beginning  of 
this  month.  Take  the  poem  as  a  language  or  literature  lesson. 
It  has  been  set  to  music  and  may  be  sung  after  being  memor- 
ized. Present  for  study  at  the  same  time,  a  copy  of  Blash- 
field's  New  Year  Bells.  A  copy  is  given  in  the  Plan  Book 
this  month  for  this  purpose.  It  may  also  be  found  in  the 
Perry  collection,  I  believe. 

This  may  be  followed  by  a  biography  of  Tennyson  and  a 
further  study  of  his  poems.  i\sk  pupils  to  find  out  all  they 
can  in  regard  to  Tennyson  and  to  bring  pictures  of  his  homes 
in  Bnglaud,  and  his  last  resting  place,  Westminster  Abbey. 

Teach  his  sDugs  which  have  been  set  to  music,  "The 
Brook,"  the  lullaby,  "Sweet  and  Low,"  and  "The  Bells." 

Make  or  save  mone}'  to  buy  a  large  photograph  or  picture 
of  Sir  Galahad  to  be  framed  for  the  school  room. 

This  poem  may  be  found  in  Cyr's  Fourth  and  Rand 
McNally's  Fourth  Readers.  Other  poems  that  may  be  read 
and  studied  at  this  time  are.  The  Bugle  Song,  The  Sea  Shell, 
The  Revenge,  in  Rand  McNally's  Fourth;  The  Charge  of  the 
Light  Brigade,  in  Stepping  Stones,  Fifth  Reader  and  the  New 
Era  Fourth;  The  Lady  of  Shallott,  Baldwin's  Fifth;  Break, 
Break,  Break;  The  Eagle;  The  Flowers,  and  others  which  may 
be  found  in  The  Land  of  Song,  Nos.  I,  II  and  III,  published 
by  Silver,  Burdett  &  Co. 


Let  us  be  content  to  work, 

To  do  the  thing  we  can,  and  not  presume 

To  fret  because  it's  httle. — £.  B.  Brownhig. 


y 


ALFRl-.D    TKNXVaON, 


(583) 


THE   PLAN   BOOK.  585 

AlyFRED  TENNYSON. 

BORN  AUGUST  6,  1809;  DIED  1892. 

Fourth  Grade. 

Alfred  Tennyson  was  born  in  a  little  town  called  Som- 
ersby,  in  a  beautiful  valley  in  the  northern  part  of  England. 
His  father  was  a  minister,  and  Alfred  was  one  of  a  family  of 
twelve  children. 

Alfred  had  a  brother  Charles,  who  was  but  one  year  older 
than  he,  and  the  two  boys  played  and  studied  together  con- 
stantly during  their  boyhood  days.  They  v/ere  especially 
fond  of  playing  English  games  and  of  acting  out  old  time  stor- 
ies and  plays.  They  made  castles  of  stones,  and  dug  moats, 
and  then  one  boy  would  don  a  kind  of  armor  and  with  his 
spear  make  a  fierce  attack  upon  the  castle  while  the  other  de^ 
fended  it. 

Sometimes  the  eight  boys  would  play  that  they  wert 
knights  defending  a  castle,  or  rescuing  some  person  in  dis- 
tress. 

Alfred  was  fond  of  reading  legends  of  knights  or  heroes,  of 
dragons  and  witches  and  fights  with  wild  animals  and  demons, 
and  during  the  winter  evenings  he  entertained  his  brothers 
with  these  stories. 

Sometimes  after  they  had  acted  out  these  stories  they 
wrote  histories  of  their  battles  for  their  father.  These  were 
brought  to  the  dinner  table,  and  when  the  meal  was  over  the 
tales  were  read. 

The  woods  and  flower-covered  fields  were  near  Alfred's 
home,  and  here  the  boys  spent  much  of  their  time.  Two 
brooks  that  rippled  through  the  village  contributed  much  to 
their  pleasure,  and  many  happy  hours  Alfred  spent  listening 
to  the  music  of  the  brook  as  it  chattered  over  the  stones. 

The  memory  of  this  came  back  to  him  in  later  years,  and 
he  wrote  a  poem  about  the  song  of  the  brook.  Have  you  read 
it  ?     Can  you  sing  it  ? 

Tlieir  home  was  not  far  from  the  sea,  and  in  the  summer 


586  THE    PLAN    BOOK. 

the  Tennyson  family  went  to  a  little  town  on  the  seashore^ 
called  Marblethorpe.  Can  you  find  this  place  on  the  map? 
It  was  while  here  that  Alfred  wrote  many  of  his  first  poems. 
He  explored  the  coast  here  carefully,  and  studied  the  dunes 
and  the  dykes,  the  salt  marsh,  the  shells  and  the  stones,  and, 
by  and  b}-  he  wrote  poems  which  tell  us  what  he  thought  as 
he  watched  the  waves,  and  the  interesting  things  about  him. 
Who  has  read  "  Break,  Break,  Break?"  Who  has  read  "  The 
Seashell?" 

The  Tennyson  children  had  their  lessons  every  daj^  at 
home  or  at  school.  Alfred's  father  had  a  library,  which  the 
boys  learned  to  use,  and  here  they  spent  much  of  their  time. 
Alfred  was  encouraged  in  his  efforts  to  write  poems,  and  his 
father  was  quite  proud  of  his  efforts  in  this  direction.  Alfred's 
grandfather  did  not  think  much  of  them,  but  one  day  he  asked 
Alfred  to  write  a  poem  about  his  grandmother's  death.  When 
the  boy  had  finished  the  poem,  the  old  gentleman  gave  him  a 
half  guinea  for  it,  saying  that  he  never  again  would  earn  so 
much  by  writing  poetry.     (How  much  is  a  guinea?) 

I  wonder  if  Mr.  Tennyson  ever  thought  of  this  when  he 
grew  to  be  a  man  and  made  fift}^  dollars  a  line  for  his  poems. 
The  Tennyson  boys  had  little  money  to  spend,  and,  in  order 
to  make  some,  Alfred  and  Charles  wrote  some  poems  and  col- 
lected others  written,  and  sold  them  to  a  publisher  for  twenty 
pounds.     How  much  would  that  be  in  our  money  ? 

The  boys  were  very  happy  over  this,  and  celebrated  the 
publication  of  the  book  by  hiring  a  carriage  and  driving  to  the 
seashore  that  Alfred  loved  so  much. 

As  a  man,  Tennyson  was  large  and  strong.  His  eyes  and  hair 
were  dark,  and  his  face  a  fine  one.  He  was  fond  of  music  and  of 
painting.  At  college  he  gained  prizes  and  medals  for  his  poems, 
and  after  leaving  school  published  another  book  of  poems. 

His  later  poems  were  full  of  pictures  of  English  scenes  and 
homes,  and  no  modern  poet  has  equaled  him  as  a  painter. 
They  are  full  of  high  and  noble  ideals,  and  are  as  true  as  they 
are  beautiful. 


The  plan  book.  587 

The  Queen  of  England  made  him  Poet  Laureate,  which  is 
considered  a  very  great  honor.  Do  you  know  what  a  Poet 
Laureate  is  ?  (A  court  poet  to  write  poems  for  any  great  occa- 
sion.) Charles  Dickens  was  one  of  his  good  friends,  too,  and 
was  fond  of  reading  his  poems. 

Mr.  Tennyson  received  a  great  deal  of  money  for  his  poems, 
and  became  very  wealthy.  He  had  three  homes  in  different 
parts  of  England,  and  beautiful  homes  they  were. 

The  one  in  the  South  of  England  he  loved  best  of  all,  for 
its  windows  looked  out  on  his  much  loved  sea. 

Though  rich,  honored  and  sought  after  by  people  all  over 
England,  he  liked  best  to  remain  quietly  at  home  with  his  wife 
and  boys,  and  his  pen  was  never  idle. 

When  he  died,  he  was  buried  in  the  Poets'  Corner  in  West- 
minster Abbey,  the  resting-place  of  many  kings  and  queens. 
How  many  have  seen  a  picture  of  this  beautiful  Abbey  ?  (Show 
picture.)  One  thing  Tennyson  has  said  which  will  never  be 
forgotten.  It  is  short  and  easily  remembered.  We  will  mem- 
orize it : 

"However  it  be,  it  seems  to  me 

'Tis  only  noble  to  be  good; 
Kind  hearts  are  more  than  coronets, 

And  simple  faith  than  Norman  blood." 

Can  you  find  other  good  quotations  ? 


The  busy  world  shoves  angrily  aside 

The  man  who  stands  with  arms  akimbo  set, 

Until  occasion  tells  him  what  to  do; 

And  he  who  waits  to  have  his  task  marked  out 

Shall  die  and  leave  his  errand  unfulfilled. 

Let  us,  then,  be  up  and  doing, 

With  a  heart  for  any  fate; 
Still  achieving,  still  pursuing, 

I^earn  to  labor  and  to  wait. — Psalm  of  Life. 


588  THE   PLAN   BOOK. 

ROBERT  BURNS. 

Jan.  25,  1759-1796. 

Fifth    Grade. 

On  the  25tli  of  January,  1759,  was  bom  the  national  poet 
of  Scotland,  Robert  Burns.  His  home  was  a  peasant's  hut 
near  the  village  of  Ayr,  away  up  in  the  north  of  Scotland. 
Near  it  flowed  the  waters  of  the  bonny  Doon,  of  which  he  sang 
in  later  years. 

Burns'  father  was  very  poor,  and  there  were  six  other  chil- 
dren in  the  home  to  be  cared  for,  so  Robert  was  obliged  to 
begin  work  at  an  early  age. 

The  mother  was  an  intelligent,  busy  woman,  who,  with  all 
the  hard  work,  yet  found  time  to  tell  her  children  all  the  bal- 
lads and  traditions  of  Scotland. 

The  father  was  a  kind  man,  who  was  very  anxious  to  edu- 
cate his  children,  but  found  it  very  hard  to  do  so  because  of 
his  poverty. 

Robert  and  the  brothers  and  sisters  were  so  anxious  to 
learn  that  they  used  to  read  while  eating  or  doing  other  kinds 
of  work,  but  there  were  very  few  books  which  they  could  ob- 
tain, and  these  were  soon  read. 

An  old  woman,  who  lived  in  the  Burns'  family,  used  to 
tell  the  children  most  wonderful  stories  of  goblins,  of  witches, 
and  of  brownies,  who  lived  in  the  woods  and  the  graveyards, 
and  of  giants  who  lived  on  the  high  hills,  and  the  children  be- 
lieved these  stories  for  a  time  and  tried  to  find  them. 

When  Robert  Burns  grew  older,  he  put  some  of  these,  and 
others  that  he  imagined,  into  poems,  and,  if  you  wish  to  read 
some  of  them,  get  a  copj^  of  his  poems  and  read  "Hallowe'en" 
and  "Tam  O'Shanter's  Ride." 

During  a  few  holidays  Robert's  teacher  assisted  him  with 
his  lessons,  and  he  became  familiar  with  many  books  of  poems, 
which  he  studied  carefully. 

His  love  for  reading  poetry  soon  developed  into  a  talent  for 
writing  it,  and,   when   he    was  seventeen,  he  wrote  his  first 


ROBERT   BURNS. 


(589) 


r' 


THE   PLAN   BOOK.  591 

poem.  This  was  followed  by  others,  and,  after  a  time,  his 
friends  helped  him  to  publish  a  little  book  of  his  poems. 

It  was  so  popular  that  Burns  became  famous  at  once.  No 
poems  like  these  had  been  written  before;  th-ey  told  of  the 
Scottish  people,  their  wild,  rugged  hills,  their  streams,  and  at 
once  the  Scotch  people  loved  him  for  writing  of  the  things 
nearest  their  hearts. 

He  loved  company,  and  was  so  genial  and  pleasant  that  he 
was  much  sought  after  and  courted  by  people  who  wished  to 
give  entertainments. 

He  visited  Edinburgh  when  his  book  was  published,  where 
he  made  many  friends.  Though  born  and  bred  on  a  farm,  he 
seemed  as  much  at  ease  in  the  homes  of  the  rich  and  great  as 
in  his  own  humble  cottage. 

He  had  beautiful  dark  eyes  which  glowed  with  feeling  when  he 
spoke,  a  high  forehead  and  dark  curly  hair.  His  facewas  a  pleas- 
ant, happy  one,  as  the  pictures  we  have  of  him  to-day  show. 

But,  though  he  was  strong  and  robust,  gifted  and  with  a 
bright  future  before  him,  he  was  poor  in  will-power. 

After  a  season's  gayety,  he  returned  to  his  country  home, 
and,  with  the  proceeds  of  his  book,  bought  a  farm.  He  now 
married  and  settled  down,  but  he  was  a  failure  as  a  farmer,  and 
was  obliged  to  accept  a  position  as  exciseman,  which  he  held 
until  his  death. 

While  riding  on  his  rounds  collecting  revenue  taxes,  his 
mind  was  yet  upon  his  poems,  and  many  others  were  composed, 
among  which  we  find  "Auld  Lang  Syne."  So  beautiful  are 
many  of  these  poems  that  they  have  gained  for  him  the  repu- 
tation of  the  sweetest  singer  in  the  world  of  poetry. 

Many  other  poets  have  written  tributes  to  this  poet,  and  at 
the  time  of  his  death  he  was  adored  alike  by  the  common 
people  and  the  great. 

He  died  at  the  age  of  thirty-nine,  the  victim  of  drink.  This 
weakness  ruined  his  life  and  left  his  family  in  want,  but  such 
was  the  regard  for  his  genius  that  a  large  subscription  was 
raised  for  his  wife  and  children. 


592  THE    PLAN    BOOK. 

In  1881,  a  beautiful  mausoleum  was  erected  to  his  memory 
in  St.  Michael's  churchj-ard,  Dumfries. 

Burns'  Birthday  Suggestions. 

Many  of  Robert  Bums'  poems  are  set  to  music,  and  one  of 
these  ma}'  be  learned  by  the  pupils,  and  others  sung  as  solos 
by  pupils  wlio  have  prepared  them  for  this  birthday. 

Auld  Lang  Syne,  Flow  Gently  Sweet  Afton,  ma}^  be  found 

in  the  Fountain  Song  Book  No.  3;  Bonnie  Doon  in  the  So.  2.- 

These  books  are  published  by  A.  Flanagan,  paper  cover,  ten  or 

fifteen  cents. 

Photographs  of  Scotch   scener}',  together  with   pictures  of 

Burns  and  his  birth  place  near  Ayr,  will  lend  interest  to  the 
biography.  Let  pupils  take  a  journey  to  Scotland  during  the 
geograph}'  period  and  visit  this  home  in  imagination.  Let 
pupils  read  one  or  more  of  the  selections  from  his  poerus  on 
the  birthday  and  others  during  the  week  following.  In  the 
New  Era  Fifth  Reader  (Eaton  &  Co.),  will  be  found  a  short 
biograph}'  of  Burns,  together  with  the  poems,  Bannockburn, 
For  A'  That  and  A'  That.  Others  wilLbe  found  in  the  Land  of 
Song,  Books  I,  II  and  III.  These  ma}'  be  hectographed  and 
read  by  the  class  and  gems  selected  from  his  poems  and  mem- 
orized, as: 

"O,  wad  some  power  the  giftie  gic  us, 
To  see  oursels  as  ithers  see  us, 
It  wad  frae  mony  a  blunder  free  us, 
And  foolish  notion!" 

Read  to  the  pupils  that  beautiful  word  picture  "The  Cot- 
ter's Saturday  Night." 


It  matters  not  what  you  do, 

Make  a  nation  or  a  shoe; 
For  he  who  does  an  honest  thing 

In  God's  pure  sight  is  ranked  a  king. 

—John  Patiiell. 


w 


the:  plan  book.  593 


BAYARD  TAYLOR. 
Born  January  11,  1825;  Died  December  19,  1878. 

Bayard  Taylor  was  born  in  Kennett  Square,  Pennsylvania, 
the  year  the  first  railroad  was  completed.  He  used  to  say, 
when  asked  his  age,  that  he  was  just  as  old  as  the  railroad.  I 
am  sure  he  must  have  been  very  glad  to  have  this  railroad 
come  during  his  life,  for  he  loved  so  to  travel. 

When  he  was  a  boy  he  was  very  fond  of  doing  what  we  are 
doing  now,  in  our  geography  lessons — take  imaginary  journeys. 

Pupils  were  not  allowed  to  do  this  in  school  in  those  days, 
but  he  got  books  of  travel  and  stories  of  other  lands  from  the 
village  library. 

These  he  read  very  carefully,  not  skipping  through  as  we 
sometimes  do.  He  tried  as  he  read  to  imagine  himself  in  these 
foreign  lands,  and  to  picture  the  scenes  about  him  there.  One 
book  in  particular  he  liked  and  remembered.  It  was  written 
by  a  great  traveler  and  writer,  N.  P.  Willis,  and  was  called 
"Pencilings  by  the  Way."  Bayard  determined  to  become  as 
great  a  traveler  and  as  good  a  writer  as  this  man. 

He  was  fond  of  poetry  and  of  drawing  too.  One  teacher 
taught  him  beautiful  poems,  which  Bayard  wrote  in  his  copy 
book,  and  made  him  desire  to  become  a  poet.  But  drawing 
was  not  then  taught  in  the  public  schools,  and  so  he  received 
no  encouragement  in  this  except  from  his  mother.  His  boy- 
hood life  was  spent  on  the  farm,  but  he  did  not  like  the  hard, 
rough  work  he  was  obliged  to  do  there.  He  taught  school  for 
a  time,  and  also  entered  a  printer's  office  to  learn  the  trade. 
His  spare  moments  and  nights  were  spent  in  studying  lan- 
guages which  would  enable  him  to  understand  the  conversation 
of  the  people  in  the  countries  which  he  meant  to  visit.  And 
by  and  by  his  dreams  were  realized. 

At  nineteen  he  started  for  Europe.  He  had  only  a  little 
money,  and  in  order  to  get  funds  he  asked  editors  of  newspapers 
near  home  if  they  would  not  let  him  earn  money  by  writing 


594  THE  PLAN   BOOK. 

letters  from  Europe,  but  no  one  wished  them.  At  last  one 
editor,  Horace  Greely,  promised  him  fifty  dollars  for  twelve 
letters  and  so  Bayard  started. 

He  traveled  through  Europe  two  years,  walking  most  of 
the  time,  because  he  could  not  afford  to  ride,  and  was  often 
hungry  and  tired.  He  wrote  his  letters,  however,  and  when 
they  were  published  people  read  them  eagerly  and  said  it  was 
the  best  book  on  travel  ever  written. 

When  he  came  home  he  found  that  his  letters  had  become 
known  all  over  the  country.  He  had  them  published  in  a  book 
afterwards  which  he  called  "Views  Afoot."  He  secured  em- 
ployment on  his  return  on  a  New  York  paper  and  was  sent  to 
California  to  write  about  the  gold  mines  there. 

Gold  had  been  discovered  there  and  people  were  flocking  to 
this  state  to  secure  it.  In  order  to  reach  California  it  was 
necessary  to  travel  around  Cape  Horn  and  across  the  Isthmus 
of  Panama.  (Locate  these  places  on  the  map. )  It  was  necessary 
to  travel  over  plains,  through  forests,  to  ford  rivers,  wade 
swamps  and  climb  mountains  to  reach  there. 

Bayard  Taylor  wrote  all  about  his  experiences,  the  miners 
and  their  lives,  and  these  letters  were  collected  and  made  into 
a  book  called  "El  Dorado."  After  this  he  went  to  Europe  again 
and  traveled  also  through  Egypt,  Syria,  Palestine,  India  and 
Asia  Minor,  which  trips  are  described  in  other  books  of  travel. 

He  went  with  Commodore  Perry  on  his  celebrated  expedi- 
tion to  Japan  and  later  made  a  tour  of  Lapland  on  a  sled  drawn 
by  a  reindeer.  He  has  given  us  delightful  descriptions  of  the 
winter  scenery  and  sleigh  rides  on  the  ice  and  the  manners  and 
customs  of  these  northern  people. 

When  he  had  won  fame  and  fortune  he  came  back  to  his 
old  home  in  Pennsylvania  and  near  there  built  a  mansion,  set 
high  on  a  knoll,  in  the  midst  of  broad  fields.  Here  people 
were  entertained  and  festivities  Were  held,  similar  to  those  he 
had  enjoyed  in  other  countries. 

Here  he  brought  his  wife  and  spent  many  happy  days,  writing 
poems,accounts  of  his  tra  vels,and  leaving  his  home  only  to  lecture. 


THE   PLAN    BOOK.  595 

In  1878  he  was  appointed  minister  to  Germany  and  sailed 
for  Berlin.  He  died  soon  after  his  arrival  in  that  country,  on 
December  19,  1878.  What  would  his  work  have  been  in  that 
country  if  he  had  lived? 

What  are  the  duties  of  a  foreign  minister  appointed  by  the 
president?  Do  other  countries  send  ministers  to  our  country? 
In  what  city  do  these  ministers  live? 

Let  pupils  take  imaginary  journeys  with  Bayard  Taylor  to 
the  countries  he  has  written  about.  How  many  kinds  of  con- 
veyances did  he  use?  What  modes  of  travel?  Bring  pictures 
to  illustrate  this,  as  suggested  in  the  picture  talks. 

A  Winter  Picture. 

The  forests  were  indescribable  in  their  silence,  whiteness, 
and  wonderful  variety  of  snowy  adornment.  The  weeping 
birches  leaned  over  the  road,  and  formed  white  fringed  arches; 
the  firs  wore  mantles  of  ermine,  and  ruffs  and  tippets  of  the 
softest  swansdown.  Snow,  wind  and  frost  had  worked  the 
most  marvelous  transformations  in  the  forms  of  the  forest. 

Here  were  kneeling  nuns,  with  their  arms  hanging  list- 
lessly by  their  sides,  and  the  white  cowls  falling  over  their 
faces;  there  lay  a  warrior's  helmet;  lace  curtains,  torn  and 
ragged,  hung  from  the  points  of  little  Gothic  spires;  caverns, 
lined  with  sparry  incrustations,  silver-palm  leaves,  doors,  loop- 
holes, arches,  and  arcades  were  thrown  together  in  a  fantastic 
confusion.  ...  It  was  an  enchanted  land,  where  you  hardly 
dared  to  breathe,  lest  a  breath  might  break  the  spell. — From 
'''Northern  TravelJ'^  Bayard  Taylor. 

Compare  this  with  Whittier's  picture  in  Snow  Bound,  vvith 
Lowell's  picture  of  winter. 

Reading  for  Pupils. 

The  Isle  of  Long  Ago  (poem),  by  Taylor,  in  New  Era 
Fifth  Reader. 

The  Little  Post  Boy,  New  Era  Fourth  Reader. 
The  Two  Herd  Boys,  Cyr's  Fourth  Reader. 


P.QO  THE    PLAN    BOOK. 

Reindeer  Traveling,  Rand  IMcNally's  Fourth  Reader. 
The  Taj  Mahal,  Rand  McXally's  Fourth  Reader. 
The  Bison  Track,  Harper's  Fifth  Reader. 
A  Night  with  a  Wolf,  Stepping  Stones  to  Literature,  Third 
Reader. 


WINTER. 

"The  little  brook  heard  it  and  built  a  roof, 
'Neath  which  he  could  house  him,  winterproof; 
All  night  by  the  white  stars'  frosty  gleams 
He  groined  his  arches  and  matched  his  beams; 
Slender  and  clear  were  his  crystal  spars 
As  the  lashes  of  light  that  trim  the  stars; 
He  sculptured  every  summer  delight 
In  his  halls  and  chambers  out  of  sight; 
Sometimes  his  tinkling  water  slipt 
Down  through  a  frost-leaved  forest  crypt, 
Long,  sparkling  aisles  of  steel-stemmed  trees 
Bending  to  counterfeit  a  breeze; 

Sometimes  the  roof  no  fretwork  knew 

But  silvery  mosses  that  downward  grew; 

Sometimes  it  was  car\-ed  in  sharp  relief 

With  quaint  arabesques  of  ice- fern  leaf; 

Sometimes  it  was  simply  smooth  and  clear 

For  the  gladness  of  heaven  to  shine  through,  and  here 

He  had  caught  the  nodding  bulrush-tops 

And  hung  them  quickly  with  diamond  drops 

That  crystalled  the  beams  of  moon  and  sun, 

And  made  a  star  of  every  one : 

No  mortal  builder's  most  rare  device 

Could  match  this  winter-palace  of  ice." 

Lowells — The  Vision  of  Sir  Launfal. 


\ 


We  are  what  we  are  made;  each  following  day 

Is  the  creator  of  our  human  mold, 

Npt  less  than  was  the  first.  — Emerson, 


THE   PLAN   BOOK.  597 


A  NEW  YORK  DAY. 

Fifth  Grade. 
Preparation. 

New  York  City  as  a  trade  center,  will  be  Geography  work 
outlined  for  many  fifth  grades.  It  will  be  an  appropriate  time, 
therefore,  to  devote  some  Friday  afternoon  during  this  first 
month  of  the  year  to  our  first  city  in  size  and  importance  in 
America.     It  is  now  second  in  size  in  the  world. 

The  afternoon  might  be  given  at  the  conclusion  of  the 
study  of  New  York  state.  The  pupils  have  been  much  inter- 
ested in  the  early  settlers  of  New  York,  and  become  more  or 
less  familiar  with  them  through  the  story  of  the  Pilgrims, 
during  their  stay  in  Holland.  The  History  of  Christmas  cus- 
toms in  December,  showed  that  we  are  indebted  to  the  Dutch 
settlers  for  our  Santa  Claus  and  Christmas  tree. 

Let  them  read  Irving's  accounts  of  Knickerbocker's  New 
York,  and  all  the  articles  of  interest  pertaining  to  it  which  can 
be  secured.  Pictures  which  illustrate  scenes  in  the  city  and 
state  should  be  gathered  and  mounted.  A  scrap  book  devoted 
to  pictures  and  articles  should  have  a  place  on  the  reading  table 
with  a  guide  book  of  New  York. 

The  seal  of  the  state  and  the  state  motto,  "Excelsior"  may 
be  drawn  upon  the  blackboard.  Secure  a  large  photograph  or 
framed  picture  of  Niagara  Falls  and  hang  upon  the  walls. 
Photographs  of  Adirondacks,  and  the  Hudson  River,  and  views 
of  objects  of  interest  in  New  York  City  may  be  arranged  on 
mantel  piece  and  window  sills  or  easels.  Pictures  of  promi- 
nent New  York  men  should  also  be  given  a  place  here. 

For  suggestions  in  regard  to  lessons  for  the  day  see  article 
on  "Illinois  Day"  in  December  Plan  Book. 

Take  the  pupils  through  the  city  and  state  by  means  of 


598  THK   PLAN    BOOK. 

several  imaginary  journeys.  This  will  give  an  opportunity 
to  study  the  surface,  industries,  cities  and  history  of  the  state 
in  an  interesting  way.     Make  special  visit  to  the  Salt  Works. 

Take  a  trip  down  the  Hudson  first.  Begin  with  Albany, 
the  capital.  It  has  the  finest  state  building  in  the  U.  S. 
Visit  Poughkeepsie,  Newburg  and  West  Point.  This  last  place 
will  be  especially  attractive  to  the  boys. 

Select  the  most  important  features  of  New  York  City,  as 
the  Harbor,  Bartholdi's  statue  of  Liberty,  Central  Park  with 
its  museum  and  obelisk,  Broadway,  Brooklyn  Bridge,  etc. 

Tableaux,  for  Programme. 

INTERIOR   OF   DUTCH    HOME. 

Suggestions  in  regard  to  arrangement  of  this  and  costumes 
will  be  found  in  November  Plan  Book.  The  following  sug- 
gestion is  taken  from  the  Teachers'  World.  Costumes  of  the 
Dutch  women:  Hair  braided  smoothly,  covered  with  a  close  cap 
that  fits  the  head  tightly.  Striped  skirts  with  large  outside 
pockets  filled  with  buttons,  needles,  pin-cushions.  Scissors  and 
keys  suspended  from  their  girdles  by  ribbons.  Blue  worsted 
stockings,  white  apron,  white  kerchief.  Occupations:  knitting 
and  reading  the  Bible.  Costumes  of  the  men:  Coat  with  brass 
buttons,  shoes  with  large  buckles,  low-crowned,  broad-rimmed 
hat,  hair  down  the  back  in  a  queue,  red-checked  neck-cloth. 

Reading. 

SnGGESTIVE  SELECTIONS. 

Rip  Van  Winkle,  New  Era  Fourth  Reader,  Cyr's  Fourth 
Reader,  Rand  McNally  Fourth,  Harper's  and  Appieton's 
Fifth;  A  Legend  of  Sleepy  Hollow,  Baldwin's  Fifth  Reader; 
Ichabod  Crane's  Adventure,  Rand  McNally  Fourth;  I^ife  in 
Old  New  York,  Baldwin's  Seventh  Reader;  Selections  from 
"Sleepy  Hollow,''  Peter  Stuyvesant's  Voyage  Up  the  Hudson, 
Knickerbocker's  New  York,  Book  VI,  Chapter  IV;  Hendrick 
Hudson,  Knickerbocker's  New  York,  Book  II,  Chapter  I. 


♦thk  plan  book.  599 

Subjects  for  Composition  and  Language. 

Early  Settlers  of  New  York  City. 

Dutch  Customs. 

Great  Men  of  New  York. 

Railroad  Systems. 

The  Harbor'and  Commerce. 

Greenwood  Cemetery. 

The  Isle  of  Long  Ago,  Bayard  Taylor. 

Reference  Books  and  Articles. 

Washington  Irving's  "Knickerbocker's  New  Ybrk.'' 

In  Old  New  York,  Thomas  Janvier. 

Cities  of  the  World,  New  York,  Modern  Methods,  Sept.  97, 

Commerce  of  New  York,  Appleton's  Magazine,     Vol  XVII. 

Birth  of  the  Empire  State,  Magazine  of  American  Historjr. 
Vol  III. 

"The  Colonies,"  by  the  Morse  Publishing  Company. 

How  a  vessel  gets  into  New  York  Harbor,  in  "Our  Own 
Country,"  Book  III,  page  28;  St.  Nicholas,  Jan.  '98. 

Brooklyn  Bridge,  St.  Nicholas,  July  '93. 

Mode  of  Entrance  to  Harbor,  St.  Nicholas,  March  '96. 

Mode  of  Entrance  by  Land  and  Sea  Bartholdi's  Statue.  St. 
Nicholas,  July  '84. 

Buoys,  St.  Nicholas,  Oct.  '93. 

West  Point,  Kings  Last  Book,  '96. 

Brooklyn  Bridge,  Youth's  Companion,  Supplementary 
Reader,  No.  16. 

The  Grant  Monument,  Youth's  Companion,  Supplementary 
Reader,  No.  16. 

The  Statue  of  Liberty,  Youth's  Companion,  Supplementary 
Reader,  No.  16. 


600  THE   PLAN   BOOK. 


jet.Tlm<r;T*7»:V>7l^n>r^^ 


^JANUARY.  ^ 


Thoughts  for  the  Month. 

Dunng  the  weeks  following  Christmas,  the  heavens  are 
ablaze  with  glory  and  the  earth  puts  on  its  covering  of  snow; 
therefore  when  the  children  return  after  the  New  Year,  snow, 
ice,  and  stars  are  made  a  center  of  thought. 

New  Year  Myths  and  Stories. 

Janus,  a  January  Mj'th.     Kronos. 

Story  of  the  Year.     Hans  Andersen. 

A  New  Year  Bargain.     Susan  Coolridge. 

Poems. 

A  New  Year's  Greeting.     Lowell. 
A  New  Year.     Mrs.  Dodge's  When  Life  is  Young. 
A   Suggestion    for   a   Happy    New    Year.     Mrs.    Dodge's 
When  Life  is  Young. 

The  New  Year.     Mrs.  Craik. 
January.     Christina  Rossetti. 
Winter  Time.     Stevenson. 
Welcome  to  Winter.     Paul  Wayne. 
Winter.     Dora  R.  Goodale. 

Songs. 

January.     Songs  in  Season. 

January.     Nature  Songs. 

Winter.     Gems  of  School  Song. 

Old  Winter.     Merry  Songs  and  Games. 

Winter  and  Summer.     St.  Nicholas  Songs. 

Winter  is  Round  Us.     A  book  of  Rhymes  and  Tunes. 


THE   PLAN   BOOK.  601 

JANUARY  SCIENCE  LESSONS.  | 

FORMS  AND  PHASES  OF  NATURE. 

The  earth. 

The  weather. 

Snow,  frost,  ice. 

The  heavens  by  day  and  night. 

Stars. 

Related  lessons  on  effect  of  frost  on  earth  and  ice  harvesting. 

Plant  Life. 
The  Evergreen. 

January  Observations  of  Plant  Life. 
Related  Topic:    Lumbering. 

Animal  Life. 
Winter  birds. 

The  rabbit,  bear,  seal,  reindeer. 
Related  Topics:     Hunting  and  Fur. 

Minerals. 
Limestone,  marble. 

Salt  and  salt  making. 

Effect  of  frost  on  stones. 

Janus  was  the  porter  of  heaven.  He  opens  the  year,  the 
first  month  being  named  after  him.  He  is  the  guardian  deity 
of  gates,  on  which  account  he  is  commonly  represented  with 
two  heads,  because  every  door  looks  two  ways.  His  temples 
at  Rome  were  numerous.  In  war  time  the  gates  of  the  prin- 
cipal one  were  always  open.     In  peace  they  were  closed. 


602  THE  PLAN  book:. 

FORMS  AND  PHASES  OF  NATURE. 

The  Earth. 

Observe  the  ground  on  the  way  to  and  fro  from  school. 
Frozen  or  not?  To  what  depth?  Notice  where  digging  has 
been  going  on.  Any  snow  on  the  ground?  Where  does  the 
.ground  seem  frozen  the  deepest,  in  open  spaces  or  in  shade 
of  trees,  where  there  is  snow  or  where  the  ground  is 
bare? 

Of  what  use  is  the  snow  in  keeping  the  heat  from  escaping 
from  the  earth?  What  effect  does  the  freezing  and  thawing 
have  upon  the  soil  and  rocks?  (It  cracks  and  splits  the  rocks, 
thus  working  to  make  soil.  It  breaks  up  the  ground,  thereby 
aiding  the  farmer  in  his  work.) 

Are  the  ponds,  rivers  and  lakes  near  frozen  over?  To 
what  extent?  Is  the  ice  thick  enough' to  cut?  Does  the  water 
under  the  ice  have  any  movement?  Does  it  flow  rapidly  or 
slowly? 

Who  has  ever  lived  oh  the  sea  coast?  Does  the  ocean 
freeze  over?  Is  traveling  by  water  as  safe  now  ae  during  the 
summer  months? 

THE  WEATHER. 
Weather  Record. 

Record  on  board  or  in  books  a  daily  summary  of  the 
weather;  whether  fair  or  stormy;  rain  or  snow;  action  and 
direction  of  wind;  kinds  and  names  of  clouds;  action  of  frost; 
number  and  kinds  of  storms;  temperature;  the  highest,  lowest 
and  the  average. 

Any  decided  falls  of  temperature,  resulting  in  cold  waves 
or  blizzards?  Any  thaw  this  month?  From  what  direction 
do  snow  storms  come?  Rains?  How  do  snow  clouds  differ 
from  rain  clouds?  At  what  temperature  did  the  heaviest  snow 
fall?  Was  the  temperature  higher  or  lower  after  the  snowing 
ceased? 


THE   PLAN    BOOK.  '  603 

OBSERVATIONS    WITH    THE    SIMPLE    WEATHER 
INSTRUMENTS. 

In  the  previous  work  we  suggested  that  the  children  be 
taught  to  read  the  thermometer  and  the  weather-vane.  The 
taking  of  these  readings  should  be  continued  and  made  more 
comprehensive,  so  as  to  include  determinations  of  daily  maxi- 
mum and  minimum  temperatures,  mean  temperature,  and  wind 
velocity.  A  rain-gauge  should  be  constructed,  and  the  class 
taught  to  estimate  the  rainfall.  A  very  inexpensive  instru- 
ment, but  one  that  will  serve  the  purpose  quite  acceptably,  can 
be  made  by  fastening  a  wide-mouthed  tin  pail  or  can  to  a  board 
so  it  will  not  tip  over.  This  should  be  placed  in  an  exposed 
portion  of  the  school  grounds.  The  depth  of  the  water  in  the 
can  may  be  measured  roughly  with  an  ordinary  foot  rule.  In 
the  case  of  snowfall,  which  is  more  difficult  to  measure,  it  is 
best  to  select  some  flat  space  where  the  snow  has  not  drifted, 
invert  the  can  and  press  it  down  on  the  snow,  slip  a  thin  flat 
board  under  the  mouth  of  the  can,  and  in  this  way  cut  out  a 
circular  section  of  the  snow.  This  may  be  carried  into  the 
schoolroom  and  melted;  by  measuring  the  amount  of  water 
thus  obtained  the  snowfall  can  be  estimated.  This  work  will 
of  necessity  be  very  crude,  but  it  will  serve  as  the  basis  for 
more  careful  scientific  work  in  the  advanced  grades. 

The  reading  of  the  thermometer  should  be  recorded  at 
least  three  times  a  day, — morning,  noon,  and  afternoon.  Once 
a  day  is  sufficient  for  the  reading  of  the  rain-gauge.  It  will 
be  necessary  to  make  observations  of  the  direction  and  velocity 
of  the  wind  as  often  as  the  reading  of  the  thermometer  is 
taken,  so  as  to  note  the  relation  of  wind  and  temperature.  In 
addition  to  the  observations  made  with  instruments,  certain 
others  without  the  use  of  instruments  should  also  be  made. 
.  These  should  include  observations  of  the  state  of  the  sky 
(clear,  fair,  cloudy),  together  with  the  kinds  of  clouds  seen. 
Th&  kind  of  precipitation,  whether  it  is  rain  or  snow,  should 
also  be  noted;  with  any  other  peculiar  features  the  children 
observe.     A  record  of  the  daily  observations  should  be  kept  by 


604  THE   PLAN    BOOK. 

the  children  and  recorded  in  a  permanent  blank  book  for 
future  reference,  and  as  a  means  of  teaching  them  neatness 
and  punctualit3^  Once  or  twice  a  week  the  facts  noted  should 
be  summed  up  in  the  form  of  a  generalization.  This  should 
include  the  average  time  of  daily  maximum  temperature;  daily 
temperature  range;  clouds  most  common  to  various  periods  of 
the  day;  prevailing  winds;  the  average  amount  of  rainfall  dur- 
ing the  week  or  month.  This  summar}^  of  facts  will  lead  the 
children  to  realize  the  use  and  value  of  their  daily  work,  and 
if  the  records  for  the  months  of  October,  January,  April,  and 
June  are  kept  and  compared,  the  class  will  discover  the  typical 
weather  conditions  of  the  different  seasons.  The  following 
form  for  keeping  the  records  has  proved  helpful  and  con- 
venient: 

OCTOBER. 

Directions  AND  g  Kind  of 

Date.          Time.  Temp.       Velocity  of        ^^       Precipit.\- 

W.IND.  tion. 

9.00  A.M.  37°  N.  E.  hght           Clear 

Mon.  2.       11.30  A.M.  5.s°  N.  E.      " 

3.00  P.  M.  35°  N.  E.      " 

9.00  A.M.  40°  N.  W.  moderate  Cloudy 

Tues.  3        11.30  A.M.  68°  N.  W.  light         Fair 

3.00?.  M.  37°  N. 

9.00  A.M.  40°  S.        strong         Cloudy        Rain 

Wed.  4        11.00  A. .\I.  65°  S.W. 

3.00  P.M.  43°  S. 

9.00  A.M.  35°  \V.  moderate       Clear 

Tburs.  5      11.00  A.M.  70°  N.W.  .strong 

3.00  P.M.  39°  N.  W.  gale          Cloudy         Rain 

9.00  A.M.  36°  N.  light                Clear 

Fri.  6.          11  30  A  .M.  69°  N.     " 

3.00  P.M.  40°  N.      " 

— From  Americafi  Primary  Teacher. 


An  article  on  "How  to  Tell  the  Weather  by  the  Clouds" 
and  "Different  Kinds  of  Clouds"  will  be  found  in  the  Septem- 
ber 1898  Ladies'  Home  Journal. 


THE   PLAN    BOOK.  605 

STUDY  OF  THE  WEATHER. 
By  Jenny  S.  Campbeli.,  Washington,  D.  C. 

The  System  of  Making  Weather  Maps. 

Every  morning  at  8  o'clock,  Washington  time  (which  is  7 
at  Chicago,  6  at  Denver,  and  5  at  San  Francisco)  observations 
of  the  conditions  of  the  air  are  made  at  one  hundred  and  fifty 
stations  throughout  the  country.  By  8:25  they  are  reduced  to 
cipher,  and  during  the  next  half  hour,  with  right  of  way  over 
all  lines,  messages  are  exchanged  between  the  various  stations, 
such  centers  as  New  York  and  Washington  receiving  all  ob- 
servations, while  most  smaller  cities  gain  enough  to  allow  them 
to  publish  a  daily  weather  map. 

In  the  forecasting  room  at  the  Central  office  in  Washington 
four  clerks  sit  before  blank  maps  of  the  United  States,  upon 
which  they  will  make  charts  to  be  used  by  the  forecaster.  As 
the  reports  came  from  the  wires,  a  reader  translates  the  cijDher 
into  intelligible  figures  and  words,  each  clerk  selecting  the 
material  necessary  for  his  own  chart.  The  first  chart  shows 
the  change  in  temperature,  and  the  second  the  change  in  the 
barometer  during  the  preceding  twenty-four  hours.  A  third 
c'erk  makes  two  charts,  one  telling  the  humidity  of  the  air,  and 
the  other  the  cloud  area,  with  the  kind,  amount,  and  direction 
of  the  clouds  at  each  station.  A  fourth  constructs  the  general 
weather  map,  picturing  for  each  station  the  air's  temperature 
and  pressure,  the  wind's  velocity  and  direction,  the  fall  of  rain 
or  snow  since  the  last  report,  and  the  amount  of  cloudiness. 

The  Knowledge  Necessary  in  Forecasting. 

A  forecaster  must  have  a  certain  knowledge  of  several  points 
in  order  to  predict  the  condition  of  the  weather  for  the  next 
twenty-four  hours.  He  knows  that  low  pressure  and  high 
pressure  areas  drift  across  the  country  from  west  to  east,  at 
the  rate  of  about  thirty-seven  miles  per  hour  in  winter,  and 
twenty-two  in  summer,  and  in  alternate  periods  of  about  three 
days  each,  the  low  bringing  warm  weather,  and  sometimes 
rain  Or  snow,  the  high  following  with  cooler,  and   probably 


606  THE   PLAN    BOOK. 

fair  weather.  High-pressure  areas,  in  drawing  down,  by  a  ver- 
tical action  of  their  centers,  the  cold  air  from  regions  above 
the  clouds,  and  causing  it  to  flow  laterally  along  the  surface 
of  the  earth,  sometimes  become  so  intense  in  their  motion  as  to 
draw  vast  volumes,  called  a  cold  wave.  In  low-pressure  areas 
the  air  movements  are  exactly  the  reverse,  the  air  being  drawn 
spirally  inward,  and  ascending  as  it  approaches  the  center  of 
the  low,  at  times  causing  rain  or  snow  in  cooling  during  its 
ascent.  In  brief,  the  statement  of  what  the  weather  will  be 
during  the  next  twenty-four  hours  is  made  by  carefully  noting 
the  developments  and  movements  in  the  air  conditions  during 
the  past  twenty-four. 

Suggestions. — All  these  topics  should  be  explained  and 
enlarged  upon  by  the  teacher.     For  example : 

1.  Develop  the  thought  of  the  work  of  the  telegraph  in 
proving  in  the  nineteenth  century  what  Frauklin  had  divined 
in  the  eighteenth;  also  mention  the  work  of  Prof.  Cleveland 
Abbe,  in  Cincinnati,  before  the  establishment  of  the  service. 

2.  Explain  the  action  of  the  barometer,  and  the  meaning 
of  "high"  and  "low"  pressure. 

3.  Show  how  the  air,  pressing  outward  in  all  directions, 
under  the  influence  of  gravity,  flows  towards  regions  of  less 
pressure,  thus  producing  winds. 

4.  Bring  out  the  thought  of  nature's  wisdom,  in  providing 
alternate  warm  and  cold  waves,  the  former  to  moisten  the  earth 
and  render  it  tillable,  the  latter  to  scatter  carbonic  and  fetid 
gases,  and  invigorate  man  and  beast. 

5.  A  study  of  weather  maps  is  profitable  in  showing  how 
and  in  what  general  direction  waves  travel. 

().  The  kinds  of  wind  storms  may  be  discussed  in  this  con- 
nection. Prof.  Moore  classifies  them,  according  to  the  diam- 
eter of  the  revolving  mass  of  air,  as  follows:  Cyclones,  1,000 
to  2,000  miles;  hurricanes,  200  to  50()  miles;  tornadoes  one- 
half  mile  to  one  mile.  Their  destructive  power  increases  as 
their  diameter  decreases. 

7.     A  review  of  the  uses  of  the  service  will  lead  the  pupils 


THE  PLAN   BOOK.  607 

to  see  its  importance.  One  of  the  most  practical  services  is  the 
giving  of  flood  warnings.  At  the  junctions  of  main  streams 
and  large  tributaries  are  central  river  stations,  to  which  daily 
reports  of  the  height  of  water  are  sent  from  the  up-river  sta- 
tions. The  forecast  at  each  river  center,  considering  the  rain- 
fall, temperature,  area,  and  slope  of  the  water-shed,  as  well  as 
the  permeability  of  the  soil,  and  knowing,  from  former  experi- 
ence, the  time  necessary  for  the  passage  of  flood-crests,  can 
make  forecasts  of  great  value  to  those  who  have  movable  prop- 
erty on  low  ground  near  the  stream. 

After  this  study,  the  pupil  is  prepared  to  write  a  good  composi- 
tion on  the  workings  of  the  weather  bureau. —  Teachers'  Institute. 


JACK  FROST. 

Someone  has  been  in  the  garden, 

Nipping  the  flowers  so  fair; 
All  the  green  leaves  are  withered: 

Now,  who  do  you  think  has  been  there  ? 

Someone  has  been  in  the  forest, 

Cracking  the  chestnut  burrs; 
Who  is  it  dropping  the  chestnuts, 

Whenever  a  light  wind  stirs? 

Someone  has  been  on  the  hill-top. 

Chipping  the  moss-covered  rocks; 
Who  has  been  cracking  and  breaking 

Them  into  fragments  and  blocks  ? 

Someone  has  been  on  the  windows. 

Marking  on  every  pane; 
Who  made  those  glittering  pictures 

Of  lace-work,  fir-trees,  and  grain? 

Someone  is  all  the  time  v/orking 

Out  on  the  pond  so  blue. 
Bridging  it  over  with  crystal; 

Who  is  it,  now?     Can  you  tell  who  ? 

While  his  good  bridge  he  is  building, 

We  will  keep  guard  at  the  gate : 
And  when  he  has  it  all  finished, 

Hurrah  for  the  boys  that  can  skate  ! 

Let  him  work  on;  we  are  ready; 

Not  much  for  our  fun  does  it  cost  ! 
Three  cheers  for  the  bridge  he  is  making  ! 

And  three,  with  a  will,  for  Jack  Frost  !        —Selected. 


h08  THE    PLAN    BOOK. 


I        Frost,  Ice  and  Snow.        | 

I  i 


"He  giveth  snow  like  wool;  He  scattereth  hoar  frost  like 
ashes;  He  casts  forth  ice  like  morsels.^' 

Winter  day !  frosty  day ! 

God  a  cloak  on  all  doth  lay; 

On  the  earth  the  snow  he  sheddeth, 

O'er  the  lamb  a  fleece  he  sprcadeth, 

Gives  the  bird  a  coat  of  feather 

To  protect  it  from  the  weather. 

Frost. 

Observation.  Frost  on  wood,  iron,  window  pane,  on 
ground.  When  does  frost  make  its  appearance?  How  does  it 
change  the  atmosphere?  What  is  frcst?  It  is  one  of  the 
solid  forms  of  water.  It  is  water  which  has  been  made  hard 
by  the  action  of  cold.  The  changing  of  liquid  into  solid  water 
is  called  freezing.  The  state  of  the  air  which  causes  water  to 
freeze  and  become  ice  is  called  a  frost.  The  water  when  it 
has  become  solid  is  called  ice.  Frozen  dew  is  the  first  form  of 
solid  water  and  is  called  *' Hoar-Frost."  Hoar  means  white. 
Hoar-Frost  then  means  white  frost.  This  is  the  form  you  see 
on  the  window  panes  and  sidewalks. 

What  happens  to  this  when  the  sun  appears?  What 
becomes  of  this  frost?  Where  does  the  frost  on  the  windows 
come  from?  Where  does  the  moisture  in  the  air  come  from? 
If  the  moisture  laden  atmosphere  should  come  in  contact  with 
objects  whose  temperature  is  below  the  freezing  point,  what 
would  happen  to  the  little  particles  before  they  would  have 
time  to  condense  into  drops. 


THE   PLAN    BOOK.  609 

Use. 

Of  what  use  is  the  frost?  First  .it  is  a  soil  maker.  It 
splits  and  cracks  the  rocks,  thus  working  to  make  soil.  It 
breaks  up  the  ground,  thereby  aiding  the  farmer  in  his  work, 
by  doing  part  of  the  ploughing  for  him. 

He  builds  roofs  for  the  pond  and  bridges  for  the  river,  thus 
affording  a  passage  for  sleds,  ice  boats  and  skaters.  Frost  is 
an  ice  maker  and  prepares  this  important  cold  food  for  us  by 
packing  thick  frost  or  snow  crystals  together  so  that  they 
will  make  the  summer  pleasant  for  us. 

Drawing. 

Call  attention  to  the  frost  work  on  the  windows.  Artists 
and  designers  sometimes  get  suggestions  for  their  work  from 
these  frost  paintings. 

Let  them  find  designs  in  the  snow  and  draw  them.  Let 
these  forms  be  cut  also.  After  a  number  have  been  found, 
they  may  be  arranged  in  a  border  across  the  top  of  the  black- 
board. 

The  Frost  Artist. 

The  words  of  this  poem  have  been  set  to  music  and  given 
in  the  December  Plan  Book. 

Before  giving  this  poem,  ask  pupils  what  we  call  the 
people  who  paint  pictures?  What  little  animal  gives  hair  to 
make  the  artist's  brush?  When  does  an  artist  do  his  work? 
Why  by  day? 

Now  read  the  poem,  and  teach  the  song. 

Now  question  them  as  to  the  artist's  name  in  the  poem. 
When  did  he  paint?  Whom  did  he  paint  his  pictures  for? 
What  pictures  did  he  paint?  Where?  Did  you  ever  see  any 
of  these  wonderful  pictures?  What  kind  of  a  brush  did  he 
use?  What  did  he  use  for  his  canvas?  What  kind  of  a  lamp 
did  he  use?  Could  you  paint  or  draw  some  of  these  pictures? 
Try  it.  Put  a  border  of  frost  crystals  or  snow  flakes  around 
the  pictures. 


610  THE   PLAN    BOOK. 

LiTHRATURE. 

What  Broke  the  China  Pitcher,  (a  story),  Cat  Tails  and 
Other  Tales. 

Poems. 

The  Frost  Spirit,  Whittier. 

Jack  Frost,  Nature  in  Verse. 

Frost  Pictures,  "       "       '' 

The  Frost  "       "        " 

Frost  Work,  Poetry  of  Seasons. 

The  Frost,  Hannah  Gould. 

Jack  Frost,  Through  the  Year,  Book  I. 

Reading. 

Freaks  of  the  Frost,  Harper's  Fourth. 
Freaks  of  the  Frost,  Baldwin's  Fourth. 
Jack  Frost's  Sister,  Normal  Third. 
The  Frost  Spirit,  "  " 

Snow. 

O  wonderful  world  of  white  ! 
When  trees  are  hung  with  lace, 

And  the  rough  winds  chide, 

And  snowflakes  hide 
Each  bleak  unsheltered  place: 
When  birds  and  brooks  are  dumb — what  then? 
O,  round  we  go  to  the  green  again. 

— G.  Cooper. 

The  second  form  of  solid  water  is  frozen  mist,  and  is 
called  snow.  Where  does  the  snow  come  from?  Where  does 
the  moisture  come  from  to  form  snow  crystals?  How  can  we 
tell  when  it  is  going  to  snow?  How  does  the  sky  look? 
What  color  is  it  now?  Are  we  going  to  have  snow  today,  do 
you  think?     In  what  months  do  we  have  the  most  snow? 

Let  pupils  gather  and  compare  crystals  from  different  snow 
flakes.  These  can  best  be  examined  on  a  black  surface.  Call 
attention  to  the  beauty  of  the  flakes. 


THE   PLAN    BOOK.  611 

Let  them  see  that  the  flakes  of  one  storm  may  be  different 
from  those  of  another.  During  a  light  storm  the  most  widely 
varied  forms  are  found.  When  the  snowfall  is  accompanied  by 
wind  the  flakes  are  hard,  round  masses. 

Compare  the  temperature  of  the  atmosphere  during  the  fall 
of  **wet"  and  "dry"  snow.  Examine  the  flakes  with  a  micro- 
scope, and  let  them  discover  that  the  crystals  are  all  six  sided. 
There  are  hundreds,  even  thousands  of  these  different  star  de- 
signs, but  in  each  the  hexagonal  plan  has  been  kept. 

Let  pupils  trace  the  snow  back  to  its  home  in  the  sky.  If 
possible  let  steam  pass  from  window  into  cold  air,  in  order 
that  pupils  may  see  its  cloud  like  form  changed  into  flakes  or 
mist. 

When  the  cloud  sinks  through  the  cold,  the  mist  slowly 
freezes  into  little  stars. 

Which  takes  up  the  most  room — snow  or  water?  Fill  a 
pail  with  snow;  let  it  melt,  and  class  decide.  Why  does  snow 
take  up  more  room?  The  flakes  do  not  fit  so  closely  together 
as  the  drops  of  water. 

Light. 

Snow  crystals  disperse  light  and  also  reflect  it.  Each 
snowflake  has  prismatic  edges,  which  give  the  colors  of  the 
rainbow,  that  is,  separate  light  into  its  component  colors.  The 
flakes,  lying  in  a  mass,  give  out  these  colors  again  as  light, 
and  light  made  up  from  colors  is  stronger  than  light  which  is 
merely  reflected. 

The  following  are  some  of  the  points  which  the  teacher 
should  prepare  in  her  plan  for  the  lesson: — 

1.  Snow  is  frozen  moisture. 

(a)  A  bad  conductor  of  heat. 

(b)  Only  one-tenth  as  heavy  as  water. 

2.  It  is  unknown  in  some  countries  and  in  some  parts  of 
our  own. 

3.  Snow  falls  when  the  temperature  is  thirty-two  degrees 
or  lower,  and  the  proper  amount  of  moisture  is  in  the  air. 


512  THE    PLAN    BOOK. 

4.  In  composition  snow  consists  of  crystals,  usually  in  the 
shape  of  six-pointed  stars  or  forms  in  angles  ofsixtyorl20 

degrees. 

5.  The  flakes  dififer  much  in  size.  The  large  flakes  fall 
when  the  temperature  is  about  thirty-two  degrees,  the  smaller 
flakes  when  colder. 

6.  Crystals — Over  one  thousand  different  forms  of  crys- 
tals have  been  observed.  Five  principal  kinds  may  be  described 
as  follows: — 

(a)  Three-sided  and  six-sided  crystals. 

(b)  A  spherical  nucleus,  studded  with  needle-shaped 
crystals. 

(c)  Six-sided  pyramids. 

(d)  Thin-plates  containing  several  hundred  forms  of 
exquisite  beauty. 

(e)  Prismatic  crystals,  having  thin  plates,  perpendicu- 
lar to  their  length,  at  the  ends  and  middle. 

7.  During  one  fall  of  snow  the  crystals  are  generally  of 
similar  forms.  Crystals  vary  in  size  from  an  inch  to7-100ths 
of  an  inch  in  diamater. 

UvSEvS  OF  Snow. 

Snow  forms  a  good  covering  for  the  earth,  keeping  it  warm 
when  the  heat  would  otherwise  scatter.  It  prevents  the  earth 
freezing  to  a  great  depth,  and  this  is  an  advantage  to  the  roots 
of  plants. 

It  aids  man  in  his  work  b}'  making  good  roads.  Farmers 
take  advantage  of  this  and  haul  grain  and  wood  to  town  and 
return  with  coal  and  lumber  needed.  The  lumberman  takes 
this  time  to  transport  logs. 

Snow  is  also  useful  in  supplying  water  to  fill  cisterns,  and 
swell  streams  in  order  that  the  woodman  may  float  his  logs. 

Snow  stores  moisture  in  dry  places  where  little  rain  falls 
in  warm  weather  and  the  melting  snow  is  almost  the  only  nat- 
ural irrigation. 

"On  the  high  mountain  tops  moisture  is  held   in  form  of 


THE   PLAN   BOOK.  613 

snow  until  the  dry  summer  winds  melt  it;  then  it  trickles 
along  over  rocks,  gathering  into  larger  streams,  rushing  down 
the  mountain  sides  with  might  and  force,  turning  the  wheels 
of  factories,  mills  and  mining  machinery,  until  at  last  it 
reaches  the  parched  plains  below.  Western  children  will  un- 
derstand how  low  would  run  the  irrigation  water  did  not  the 
mountain  snow  supply  it." 

In  falling, the  flakes  bring  with  them  nearly  all  of  the  fine 
dust  of  the  air  and  leave  the  atmosphere  very  pure. 

To  children  the  snow  gives  endless  amusement  in  fort 
building,  snow  balling,  coasting,  skating,  sleigh  riding,  etc. 


THE  SNOW-CRUST  AS  A  SEED  DISTRIBUTOR. 
From  Seed  TraveIvErs,  by  Ginn. 

"This  snowy  crust  is  an  important  aid  in  the  dispersal  of 
many  seeds.  The  seed-bearing  branches  of  many  of  our  com- 
monest plants  project  above  the  snow,  where  they  are  visited 
by  winter  birds  that  come  to  feed  upon  the  seeds.  But  the 
birds  scatter  nearly  as  many  as  they  devour.  When  the 
snowy  surface  holds  the  seeds  from  falling,  the  latter  are  in 
position  to  be  driven  over  the  surface  by  the  wind.  If  there 
is  an  icy  crust  they  are  likely  to  go  alone;  if  not,  they  may  be 
carried  with  the  drifting  snow. 

While  this  method  of  seed  dispersal  is  universal  through- 
out the  northern  states,  it  operates  most  freely  in  the  plains 
regions  of  the  west  and  northwest." 

Talk  about  the  pleasure  to  be  derived  from  snow  and  ice. 
The  toboggan  used  by  the  Canadian  children,  the  snow  shoes 
used  by  the  Indian  and  Eskimo,  the  animals  that  live  and 
thrive  in  this  cold,  ice  and  snow. 

Lead  the  children  in  imagination  to  the  snow  lands  with 
their  long  winter  and  as  they  journey  thither  tell  them  the 
story  of  the  Children  of  the  Cold. 


614  ^        the  plan  book. 

Ice. 

Water  which  has  become  solid  is  called  ice.  It  is  like  thick 
frost  or  snow  crystals  closely  packed  together.  Take  the 
pupils  to  a  pond  or  ditch  to  observe  how  ice  forms  on  a  pond. 
The  edge  first  shows  little  points  or  icicles  of  thin  ice  and  then 
reach  out  farther  and  farther,  uniting  and  making  larger  points 
until  the  whole  pond  is  covered. 

Notice  how  the  crystals  also  gather  around  stones  or  reeds 
which  make  edges  of  their  own. 

Read  to  the  pupils  Mr.  Lowell's  description  of  the  brook 
which  built  a  roof  with  the  assistance  of  Jack  Frost.  Bring 
icicles  and  lumps  of  ice  into  the  schoolroom.  Let  pupils  de- 
scribe it;  clear,  cold,  brittle,  transparent.  Is  ice  lighter  or 
heavier  than  water?  Will  it  float  on  water?  Try  it.  Why 
does  ice  stay  on  top  of  a  pond  instead  of  sinking?  Float  a 
piece  of  ice  to  prove  it  lighter  than  water.  If  it  were  other- 
wise it  would  be  unfortunate.  If  the  ice  sank  to  the  bottom  it 
would  be  late  in  the  summer  before  it  began  to  melt  arid  per- 
haps not  all  of  it  would  melt  before  another  winter  came. 

Every  year  would  bring  additions  to  the  ice  in  the  bottom 
of  rivers  and  ponds. 

What  does  heat  cause  the  ice  to  do? 

If  you  hold  thermometer  bulb  on  the  ice,  what  does  the 
quick-silver  do?  How  far  down  does  it  go?  Children  may  be 
taught  to  measure  change  in  the  amount  of  heat  by  using  the 
thermometer.  Let  a  child  put  his  hand  in  a  cup  of  water;  put 
in  the  thermometer  and  let  him  watch  the  mercury.  Put  the 
cup  of  water  over  an  alcohol  lamp  and  notice  the  mercury  rise; 
put  in  ice  or  snow  and  watch  the  change.  Or  let  pupil  hold 
thermometer  over  register  of  hot  air  and  note  change.  To 
read  a  certain  number  of  degrees  on  thermometer  does  not 
mean  much  to  a  child  unless  associated  with  physical  sensa- 
tion. 

Experiments. 
A  bottle  of  water  may  be  corked  and  set  out  in  the  cold  to 


THE   PLAN   BOOK.  615 

freeze,  and  show  that  ice  is  a  form  of  water,  and  the  force  of 
expansion.  What  happens  when  our  clothes  are  too  tight? 
The  ice  also  bursts  things,  for  it  grows  and  stretches  when  it 
freezes  and  changes  from  water  to  ice. 

Here  is  something  else  you  may  do.  Take  your  bag  of 
marbles  some  sunny  day,  and  lay  the  different  marbles  on 
different  parts  of  the  ice  in  the  sunshine.  Why  do  they  sink 
into  the  ice?  And  why  does  the  black  one  sink  in  long  before 
the  w^hite  one?     Who  can  tell  that? 

Caroline  Gray,  in  Talks  in  Primary  Education,  says: 

"Lakes  and  rivers  do  not  as  a  rule  freeze  solid.  Under  the 
ice  the  water  is  warmer  as  one  goes  deeper  and  the  current 
flows  on.  Shallow  ponds  freeze  more  quickly  than  deep  ones, 
because  the  water  is  all  chilled  to  the  same  degree  more 
quickly. 

Some  lakes  never  freeze  over  at  all,  because  they  are  so 
large  that  the  winds  have  a  chance  to  blow  over  them  and 
drive  the  surface  water  before  them,  thus  bringing  to  the  top 
the  water  which  was  below  before  and  keeping  the  water  in 
motion. 

At  the  temperature  of  39.2°  Fahr.,  water  reaches  its  great- 
est density,  is  heavier  than  at  any  other  time.  Up  to  this 
point  it  has  contracted  as  it  grew  colder,  but  this  is  the  point 
where  the  change  begins,  and  expansion  takes  place  slowly  as 
the  cold  increases,  until  at  32°  Fahr.,  crystallization  occurs, 
and  the  expansion  is  very  sudden  and  violent.  It  is  at  this 
point  that  receptacles  are  broken  by  freezing  water. 

But,  you  say,  crystals  have  regular  and  definite  shapes, 
and  a  block  of  ice  may  be  of  any  shape  you  choose  to  cut  it; 
how  can  it  be  a  crystal?  A  block  of  ice  would  be  not  one  crys- 
tal, but  thousands.  The  best  way  to  see  these  crystals  is  to 
put  a  block  of  ice  of  a  convenient  size  into  a  pan  or  basin,  and 
direct  a  ray  of  sunshine  onto  it  by  means  of  a  reading  lens  or 
magnifier.  The  track  of  the  sunbeam  through  the  ice  will 
show  by  the  melting  of  the  ice,  but  it  will  not  all  melt  alike. 
You  will  see  little  shining  points.     Look  at  them  with  a  mag- 


61  ()  THE   PLAN    BOOK. 

nifier.  Each  point  is  the  center  of  'a  beautiful  liquid  flower 
with  six  petals,'  as  Tyndal  says.  You  cannot  see  these  six- 
rayed  flowers  unless  the  light  falls  on  them  just  right,  because 
the  ice  is  so  transparent.  Tile  little  point  in  the  center  is  a 
vacuum.  These  "flowers"  always  form  parallel  to  the  surface 
of  freezing,  so  that  the  whole  frozen  surface  of  a  pond  would 
show  them  if  the  ice  were  formed  under  perfect  conditions." 

Use. 

Of  what  use  is  ice?  How  do  we  keep  our  water  cool  in  the 
summer  time?  How  are  vegetables,  fruits  and  meats  kept 
from  decaying  in  the  summer? 

Where  does  this  immense  supply  of  ice  come  from? 
Where  do  we  get  the  ice  that  is  used  in  our  city?  Find  out. 
Is  rt'//ourice  secured  from  rivers,  lakes  and  ponds?  Have  you 
ever  heard  of  ice  frozen  by  means  of  chemicals?  Find  out 
something  more  about  this. 

Where  is  ice  stored  for  use?  When  is  it  harvested?  How 
cut?  Speak  of  the  sanding  of  highways  during  icy  days,  and 
man's  care  for  animals. 

What  people  build  houses  of  ice?  Use  ice  for  beds  and 
chairs?      Ice  serves  as  protection  to  animals  in  streams. 

Tell  of  the  ice  boats  used  on  the  river,  and  to  carry  sup- 
plies to  the  men  in  Alaska. 

Tell  of  the  ice  sleds  used  by  Indian  and  Eskimo  children. 
They  cannot  buy  boats,  so  they  make  them.  They  cut  great 
slabs  of  ice  which  they  trim  into  proper  shape,  rounding  them 
up  in  front,  rubbing  them  ofl"  smoothly  and  making  holes  for 
the  rope  in  a  most  ingenious  way.  They  procure  a  hollow 
reed  and  putting  a  little  water  into  it,  they  blow  through  it 
upon  the  ice.  The  water  rises  and  falls  as  the  child  blows  or 
draws  in  his  breath,  and  gradually  bores  a  hole  through  the 
slab.  But  the  ice  sled  would  be  cold  and  slippery,  so  water  is 
poured  upon  it  and  a  layer  of  grass,  rubbed  fine,  pressed  down 
and  frozen  into  place,  and  the  sled  is  ready;  and  tucking  their 
little  robes  around  them,  away  the  children  go  at  a  speed  it 


THE   PLAN    BOOK.  617 

would  be  hard  to  match  by  the  sharp  steel  runners  of  our  own 
boys  and  girls. 

An  excellent  article  on  harvesting  ice  may  be  found  in  The 
Youth's  Companion  Supplementary  Reader,  No.  17. 

Reading  Lesson. 

About  Icebergs.     Youth's  Com.,  Sup.  R.,  No.  5. 

The  Snow  Image,     Cyr's  Fourth  Reader. 

Snow.     Normal  Third  Reader,  (Todd  &  Powell). 

The  Snow-flake's  Story.  Normal  Third  Reader,  (Todd  & 
Powell). 

Beautiful  Flakes  of  Snow.  (Poem).  Normal  Third 
Reader. 

Snow-flakes.     (Poem).     Normal  Third  Reader. 

The  Snow.     (Poem).     Normal  Third  Reader. 

The  First  Snow  Fall.     Cyr's  Third  Reader. 

The  First  Snow  Fall.  Fifth  Reader  in  Stepping  Stones  to 
Literature. 

Drawing. 

Paint  snow  scenes.  Use  charcoal  and  white  crayon.  Illus- 
trate "Snow  Bound."  Picture  children  snow  balling,  building 
snow  man  or  sliding  down  hill.  Draw  different  kinds  of 
sleighs,  sleds  and  snow-shoes,  ice  boats,  ice  houses.  Draw 
snow  crystals. 

Language. 

Subjects  for  compositions:  Aurora  Borealis,  Northern 
Lights,  Winter  Sports  and  Work,  Arctic  Regions  and  Explo- 
rations, Snow  Storms  and  Blizzards,  Fishing  Through  the  Ice, 
Harvesting  Ice. 

Snow  Bound. 

Snow  Bound  may  be  made  into  a  series  of  delightful  stud- 
ies, when  one  presents  it  as  a  winter  story. 

The  pen  pictures  of  the  old  home  and  sketches  of  the  fire- 


618  THE   PLAN    BOOK. 

side  members  will  give  the  children   an  insight  into  the  per-  .. 

sonal  life  of  Whittier.  | 

Let  pupils  illustrate  this  as  fancy  suggests.  Some  will 
enjoy  making  cuttings  or  silhouettes,  which  show  the  details 
of  the  kitchen  fire-place. 

"The  cat's  dark  silhouette  on  the  wall 
A  couchant  tiger's  seemed  to  fall. 
The  mug  of  cider  simmered  slow, 
The  apples  sputtered  in  a  row, 
And,  close  at  hand,  the  basket  stood 
With  nuts  from  brown  October's  wood." 

"Meanwhile  we  did  our  nightly  chores, — 
Brought  in  the  wood  from  out  of  doors." 

Songs. 

The  Snow-flakes.     Smith,  No.  2. 
Snow-ball  Song.     Smith,  No.  2. 
Beautiful  Flakes  of  Snow.     Howlitson's. 
Little  Miss  Snow-flake.     Howlitson's. 
Merry  Snow-flakes.     Hill's  Songs. 
Snow-clouds.     Hill's  Songs. 
Jack  Frost.     Hill's  Songs. 
Earth's  Winter  Dress.     Hill's  Songs. 

Literature. 
POEMS. 

1      Snow  Bound.     Whittier. 

The  Snow  Storm.     Emerson. 

The  First  Snow-fall.     Lowell. 

Description  of  Winter.     In  Sir  Launfal. 

Snow  Shower.     Bryant. 

It  Snows.     Hannah  Gould,  in  Lovejoy's  Nature  in  Verse. 

Help  One  Another.     Hannah  Gould,  in  Lovejoy's   Nature 
in  Verse. 

Snow  Storm.     Lucy  Larcom. 


THE   PLAN   BOOK.  619 

STORIES. 

The  Snow  Queen;  The  Snow  Man  and  The  Ice  Maiden,  by 
Hans  Andersen.  Snow  Image,  Hawthorne.  Circle  of  Bless- 
ings, Mrs.  Gatty's  Parables' from  Nature.  Sketches  from  the 
"Land  of  the  Midnight  Sun;"  Northern  Travels,  by  Bayard 
Taylor.  Story  of  Agoonack,  from  Seven  Little  Sisters.  Ad- 
ventures of  men  who  have  tried  to  sail  through  the  northern 
waters,  etc.,  as  Nansen's  Farthest  North;  Hawthorne's  Snow 
Image,  (Cyr's  Fourth  Reader) . 

H.  H.'s  "Winter  Companion,"  (an  open  wood  fire).  Se- 
lections from  John  Burroughs.  The  Cotter's  Saturday  Night, 
by  Burns.     Boys  of  Other  Lands,  Bayard  Taylor. 


NEW  YEAR'S  DAY  IN  THE  ORIENT. 

To  the  children  of  the  Turkish  Orient  New  Year's  Day  is 
the  most  important  of  the  year.  The  people  make  great 
preparations  for  this,  just  as  we  do  for  our  Christmas  festivities. 

The  shops  and  streets  are  decorated  with  festoons  of  paper 
flowers,  with  lights  and  with  images.  They  are  full  too,  of 
good  things  such  as  children  all  over  the  world  love,  candies, 
fruits,  cakes  and  toys. 

It  is  not  cold  in  this  country,  so  the  children  and  their 
parents  walk  about  on  New  Year's  Eve  to  see  the  decorations 
and  display  in  the  shops. 

You  would  think  the  costumes  of  these  people  rather  odd. 
The  boys  wear  short,  full,  wide  trousers.  Their  hats  are  much 
like  those  we  see  here  on  very  little  people;  some  wear  a  little 
red  fez,  with  a  tassel,  and  others  a  large  pointed  cap  the  end 
of  which  hangs  down  on  one  side.  Some  of  the  children  have 
bare  legs,  and  others  wear  long  robes  that  almost  touch  the 
ground. 

After  they  have  tired  of  the  gay  sights  they  go  about  from 
house  to  house,  singing  songs.  Sometimes  they  stop  at  a 
house,  knock,  and  when  the  door  is  opened  they  sing  a  song 


620 


THE   PLAN    BOOK. 


about  their  Saint,  in  whose  honor  this  day  is  observed.  The 
name  of  this  great  man  was  Bishop  Basil.  He  did  a  very- 
great  deal  of  good  and  after  his  death  the  people  spoke  of  him 
as  a  saint.  The}^  think  he  still  watches  over  the  homes  and 
the  children.  And  the  children  think  he  comes  and  distributes 
presents  among  them  New  Years  Eve.  As  the  people  pass 
from  house  to  house  singing  their  songs  they  receive  presents 
of  money  or  fruit  and  cakes. 

Now  these  last  are  very  wonderful  sweetmeats  called  St. 
Basil  cakes.  The}^  are  decorated  in  a  most  beautiful  way  and 
made  in  the  form  of  leaves,  flowers,  shells  or  figures,  and  some- 
times dolls. 

The  children  are  very  fond  of  these  cakes,  so  a  great  num- 
ber of  them  are  made.  Some  are  sent  to  the  poor  children, 
and  some  to  the  singers  and  guests  who  are  sure  to  come. 


.^  f»T*miii^i  TiiiiinTTi'.-iiiiiiimi]-mrTffTTTTT;»iitiii»iiii 


By  Day.  ' 

Notice  the  time  of  the  rising  and  setting  of  the  sun,  and  its 
height  at  noon.  See  if  it  is  higher  at  the  end  than  at  the  be- 
ginning of  the  month.  Notice  whether  the  days  have  grown 
any  longer,  and,  if  so,  how  much?  Can  the  moon  be  seen 
by  day?  Have  you  ever  seen  the  day  star,  Sirius?  Look  for 
the  morning  stars,  Venus  and  Saturn. 


THE  PLAN   BOOK.  621 

By  Night. 

How  many  full  moons  do  we  have  this  month?  Let  pupils 
discover,  if  they  can,  any  change  in  time  or  position  of  rising 
and  setting.  Record  the  time  of  rising,  path  and  shape  of  the 
moon  from  day  to  day,  noticing  which  way  the  horns  point. 

There  are  eight  first  magnitude  stars  to  be  seen  this  month. 
Let  us  see  if  we  can  find  them.  Suppose  we  look  for  Regulus 
in  Leo  (the  Lion).  It  is  the  only  first  magnitude  star  near  the 
ecliptic.  It  rises  in  the  east,  and  may  be  found  in  the  handle 
end  of  the  figure  shaped  like  a  sickle.  It  is  near  the  Great 
Bear. 

Sirius,  the  Day  Star,  is  one  of  the  most  brilliant  stars  in 
the  sky,  and  may  be  seen  in  the  southeast.  It  is  in  the 
Greater  Dog  above  the  horizon,  southeast  of  Orion.  Vego  may 
be  found  low  in  the  west. 

Orion  is  one  of  the  brightest  of  the  constellations.  It  is  as 
marked  in  the  southern  sky  as  the  Great  Bear  in  the  northern. 

Under  Orion  is  the  small  constellation  of  Lepus,  called  the 
Hare.  Look  low  in  the  north  for  the  Dragon,  and  below  the 
Pole  star  for  the  Little  Dipper.  The  Great  Dipper  is  in  the 
northeast. 

Between  Gemini  and  Leo  is  Cancer,  the  Crab.  One  of 
the  most  southern  stars  is  on  the  ecliptic. 

The  Greeks  believed  that  they  saw  pictures  of  people  and 
animals  of  all  kinds  in  the  sky,  and  imagined  all  kinds  of 
stories  to  account  for  the  figures  they  found  among  the  stars. 
Here  are  some  of  the  myths: 

Orion. 

Orion  was  the  son  of  Neptune,  who  was  a  god.  Orion  was 
a  handsome  giant  and  mighty  hunter.  To  him  his  father  gave 
the  power  of  wading  through  depths  of  the  sea,  or  of  walking 
on  its  surface. 

Diana,  goddess  of  the  moon,  was  called  the  queen  huntress, 
and  spent  much  of  her  time  enjoying  the  pleasures  of  the 


622  THE   PLAN    BOOK. 

chase.  Orion  spent  much  of  his  time  with  Diana  and  wished 
to  make  her  his  wife.  This  displeased  Diana's  brother,  Apollo, 
who  planned  a  way  to  get  rid  of  Orion.  One  day,  as  Orion 
was  wandering  far  out  in  the  sea,  with  only  his  head  above 
water,  Apollo  spied  him.  He  called  his  sister  s  attention  to 
the  black  spot  and  asked  her  to  see  if  she  could  hit  it  with  her 

arrows. 

The  arrows  hit  and  killed  Orion  and  when  his  dead  body 
floated  ashore  and  Diana  saw  what  she  had  done,  she  placed 
him  among  the  stars,  where  he  appears  as  a  giant  with  a  gir- 
dle, sword,  lion's  skin  and  club.  Sirius,  his  dog,  follows  him, 
and  the  Pleiades  fly  before  him. 

The  Plei.^des. 

This  is  a  name  given  to  a  cluster  of  stars  in  the  shoulder 
of  the  bull.  There  are  hundreds  of  these  stars  and  clusters  of 
stars  in  the  sky.  Some  stars  move  in  one  direction  and  some 
in  another,  but  the  Pleiades  all  move  in  the  same  direction. 

The  Pleiades  were  said  to  be  the  seven  daughters  of  Atlas, 
and  were  so  beautiful  that  Orion  pursued  them  across  wood 
and  dale,  till  the  sisters  called  on  Jupiter  to  help  them.  He 
changed  them  into  doves,  and  afterward  placed  them  among 
the  stars;  but,  strange  to  say,  they  are  drifting  toward  him 
now  instead  of  away  from  him. 

One  of  the  seven  stars  supposed  to  represent  the  sisters 
does  not  shine  as  bright  as  the  rest,  so  the  Grecians  called  it 
the  ''Lost  Pleiad." 

Show  picture  of  the  "Dance  of  the  Pleiades"  and  the  "Lost 
Pleiad"  in  'Round  the  Year  in  Myth  and  Song,by  Miss  Holbrook. 

Orion's  Belt,  or  Frigg's  Spinning  Wheel. 

Long  ago  the  gods  built  a  house  for  Frigg,  up  among  the 
clouds.  She  worked  all  day  in  the  house,  with  her  maids  to 
help,  doing  things  to  make  people  happy.  When  the  work 
was  done,  she  sat  down  to  the  spinning  wheel,  to  spin  golden 
thread  to  give  to  the  men  who  worked  hard  for  their  wives  and 
children. 


THE    PLAN    BOOK.  623 

At  night  the  spinning  wheel  was  set  in  one  of  the  palace 
windows.  Then  everyone  sat  down  and  sang  songs,  or  told 
stories  of  brave  men  who  did  noble  deeds.  They  told  of  women 
who  were  always  patient  and  kind,  and  of  children  who  were 
always  merry  and  unselfish.  Then  they  all  went  to  sleep 
until  day  light  came  again.  The  palace  in  the  sky  is  not  there 
now,  but  in  the  winter  we  still  see  the  spinning  wheel  stand- 
ing in  the  window.  Did  you  ever  see  the  spinning-wheel? 
Some  people  call  it  Orion's  Belt. 

The  Zodiac. 

The  Zodiac  is  the  path  in  the  heavens,  apparently  pursued 
by  the  Sun  in  his  yearly  journey  through  the  skies.  In  this 
part  of  the  heavens,  in  this  path,  are  constellations  called  the 
Zodiacal  Constellations.  There  are  twelve  signs  of  the  Zodiac: 
Aries,  the  Ram;  Taurus,  the  Bull;  Gemini,  the  Twins;  Cancer, 
the  Crab;  Leo,  the  Lion;  Virgo,  the  Virgin;  Libra,  the  Balance; 
Scorpio,  the  Scorpion;  Capricornus  the  Goat;  Aquarius,  the 
Water-bearer;  and  Pisces,  the  Fishes. 

This  old  fashioned  verse  will  help  pupils  to  remember  the 
order  in  which  these  come. 

"The  Ram,  the  Bull,  the  Heavenly  Twins, 

Above  the  Crab  the  Lion  shines, 
The  Virgin  and  the  Scales, 

The  Scorpion,  Archer  and  Sea- Goat, 
The  Man  that  holds  the  Watering-pot, 

The  Fish  with  glittering  scales." 

The  following  stories  will  help  to  fix  the  constellations  and 
names. 

Ram — Story  of  the  Golden  Fleece. 

Bull — Story  of  Europa. 

Tv/ins — Story  of  Castor  and  Pollux. 

Crab — Story  of  Hercules. 

Lion — Story  of  the  Labors  of  Hercules. 


624  THE   PLAN    BOOK. 

Virgin — Story  of  Astroea,  the  goddess  of  innocence  and 
purity;  her  mother  was  Justice  holding  the  scales. 

Scorpion — Story  of  Orion  and  the  Earth. 

Archer — Story  of  Chiron,  the  best  and  wisest  of  the  Cen- 
taurs, taught  by  Diana  and  Apollo. 

Man  with  Watering  pot — Ganj^mede,  cupbearer  to  the  gods. 

Fishes — Story  of  Andromeda;  the  polygon  in  the  Fishes  is, 
the  head  of  Cetus,  the  sea  monster. 

You  will  find  pictures  with  these  odd  signs  in  the  almanac. 
The  people  in  olden  times  spoke  of  them  as  we  speak  of  the 
months.  They  attached  a  meaning  to  them.  When  the 
earth  passed  through  Aquarius,  the  water-bearer,  wet  weather 
was  sure  to  come.  When  passing  through  the  Archer  it  was 
time  to  go  hunting, etc. 

A  star  atlas  will  be  necessary  to  teach  the  shape  of  groups  of 
stars.  The  m3^ths  mentioned  may  be  found  in  Bullfinch's  Age 
of  Fable,  Myths  of  Old  Greece,  Vols.  I.  II.  and  III.,  by  Educa- 
tional Pub.  Co.;  Old  Greek  Stories,  American  Book  Co.;  Stor- 
ies of  Long  Ago  and  Old  Greece,  by  D.  C.  Heath  &  Co. 

A  helpful  book  which  every  teacher  will  want  is  Story-land 
of  Stars,  by  Mary  L.  Pratt;  Published  by  the  Educational  Pub. 
Company. 

What  Stars  are  Made  Of. 

The  stars  are  made  of  iron,  copper,  zinc,  and  other  such 
metals,  but  the  heat  is  so  intense  that  these  metals  are  turned 
into  vapor.  You  have  seen  the  steam  coming  from  the  spout 
of  a  kettle  when  water  is  boiling,  and  you  know  then  that  the 
water  is  scalding  hot.  But  imagine  heat  so  great  that  masses 
of  iron  and  copper  are  not  only  melted,  but  turned  into  vapor. 
Then  you  have  some  idea  of  the  intense  heat  that  prevails  on 
the  stars.  The  rains  that  fall  on  earth  are  made  up  of  drops 
of  water,  but  the  rainfalls  on  the  stars  must  be  drops  of  melt- 
ing iron,  while  the  clouds  that  form  are  sheets  of  molten 
metal. 


the  plan  book.  625 

Twinkling  Stars. 

A  great  ocean  of  air  surrounds  the  earth,  and  at  times  this 
ocean  is  disturbed  and  then  there  are  waves  of  air.  In  looking 
at  the  stars  through  these  waves  their  light  seems  to  dance 
about.  When  the  air  is  still  the  starlight  is  steady.  When 
it  moves  the  stars  twinkle. 

Planets. 

The  stars  that  are  the  largest  and  do  not  twinkle  at  all  are 
planets.  A  star  is  a  burning  mass  bright  and  shining  like  a 
hot  coal.  A  planet  is  cold  and  like  a  coal  burned  out.  The 
planets  are  so  much  nearer  to  us  than  the  stars  that  we  can 
see  them  as  they  move  between  us  and  the  stars  on  their  jour- 
ney around  the  sun.  The  stars  that  have  become  planets 
shine  with  light  borrowed  from  the  sun. 

The  largest  planet  is  Jupiter,  and  may  be  found  in  the 
south.  The  people  in  olden  time  believed  that  lightning  and 
thunder-bolts  came  from  it.  The  planets  next  in  size  are  Sat- 
urn, Neptune,  Uranus,  The  Earth,  Venus,  Mars,  Mercury. 

Mercury  is  named  after  the  god  of  thieves;  it  is  nearest  the 
sun  and  from  it  receives  more  heat  than  any  other  planet. 
The  planet  Mars,  called  the  planet  of  war,  is  near  our  own 
earth,  and  seems  to  be  tinted  red.  The  brightest .  planet  is 
Venus,  which  may  sometimes  be  seen  in  daylight,  and  always 
seen  in  the. east  or  west.  This  is  sometimes  called  the  even- 
ing star. 

Jupiter  may  be  seen  about  ten  o'clock  the  last  week  of  Jan- 
uary, shining  in  the  east.  Mercury  may  be  seen  in  the  morn- 
ing of  January  29.  If  you  wish  to  see  it  look  for  it  low  in  the 
east  just  before  sunrise. 

The  Milky  Way. 

This  is  a  luminous,  cloud-like  band,  which  stretches  across 
the  heavens  in  a  great  circle,  and  consists  of  myriads  of  stars 
closely  crowded  together.  They  are  so  far  from  us  that  we 
cannot  see  the  stars  themselves  but  only  the  appearance  of 
diffused  light. 


(526  THE   PLAN    BOOK. 

Let  the  pupils  look  for  the  milky  way  on  dark  moonless 
nights.  Tell  them  the  story  of  this  road  of  the  gods,  with  its 
golden  dust  over  which  so  many  heroes  traveled.  The  Grec- 
ians called  the  Milky  Way  the  road  to  the  palace  of  Heaven. 
Tell  the  Russian  Legend  of  the  Milky  Way. 


Related  Lessons. 

ICE  HARVESTING. 
Materials. — Pictures  which  show  the  process  of  harvesting  ice. 

The  business  of  harvesting  ice  is  one  of  our  most  profitable 
industries,  yet  how  little  we  hear  or  know  of  it. 

Is  there  a  single  member  of  the  class  who  can  give  a  des- 
cription of  the  way  in  which  ice  is  gathered? 

"Ice  is  nature's  gift  to  everybody.  There  is  no  property 
in  it,  no  ownership  of  it  by  any  one  until  it  has  been  marked 
out  to  cut.  Any  one  may  do  that  and  possess  the  ice  if  he  is 
able  to  cut  it  afterward. 

An  ice-claim  must  be  marked  out  anew  each  year  and  pre- 
empted over  again  as  often  as  the  ice  melts  away.  As  soon  as 
the  ice  is  strong  enough  to  bear  a  man,  the  claim  is  staked  out 
b}'  setting  bushes  or  stakes  in  the  ice,  or  often,  where  it  is 
very  systematically  done,  by  setting  in  joists  with  boards 
nailed  across  them. 

The  construction  of  an  ice-house  on  the  bank  carries  with 
it,  in  practice,  the  right  to  cut  the  ice  on  the  river  in  front  of 
it;  and  as  the  ice  could  not  be  secured  without  an  ice-house  in 
which  to  store  it,  only  those  who  are  able  to  get  a  foothold  on 
the  land  can  gather  the  ice-harvest,  theoretically  free  to  all. 

There  is  nothing  to  do,  after  the  claim  is  marked  out,  until 
the  ice  has  become  thick  enough  to  carry  a  horse,  so  that  the 
snow  may  be  scraped  off  as  fast  as  it  falls.  Ice  will  not  make 
rapidly  under  snow,  and  will  not  attain  its  full  thickness. 
The  iceman's  most  anxious  time  is  when  there  is  danger  of  a 
snowfall  on  the  ice  before  it  is  strong  enough  to  bear  horses  to 
scrape  it. 


THE   PLAN    BOOK.  627 

If  the  snow  steals  a  march  on  the  scrapers  in  this  way,  it 
is  often  necessary  to  get  rid  of  it  by  a  very  laborious  and  ex- 
pensive process.  A  hole  is  cut  through  the  ice,  and  the  snow 
saturated  with  water.  When  this  freezes  the  ice  will  bear  a 
horse;  but  the  worthless  snow- ice  thus  formed  must  be  planed 
off,  also  by  horse-power,  with  a  planer  made  for  the  purpose. 

The  scraping  and  planing  is  called  cultivating  the  ice,  and 
it  is  generally  a  very  expensive  sort  of  cultivation.  A  single 
night  may  cause  the  icemen  an  expense  of  five  or  six  thousand 
dollars  in  the  cost  of  the  removal  of  a  heavy  snow-fall. 

The  iceman's  crop  is  nearly  ripe  when  clear  ice  has  formed 
to  a  thickness  of  twelve  inches,  and  then  the  preparations  are 
made  for  the  harvest. 

From  the  point  on  the  shore  where  the  elevator  leading  to 
the  ice-house  reaches  the  brink,  a  canal  is  opened  out  into  the 
river,  through  which  blocks  of  ice  are  presently  to  be  floated 
to  the  house.  It  must  be  kept  clear  as  long  as  the  ice  harvest 
continues. 

In  the  day,  the  constant  moving  of  the  blocks  of  ice 
through  the  water  keeps  the  channel  open,  but  in  very  cold 
weather  it  is  necessary  to  have  a  man  march  up  and  down  the 
channel  all  night  long,  crushing  and  scattering  the  thin 
sheets  of  ice  as  they  form,  with  a  triangle  made  of  heavy 
pieces  of  wood  which  he  drags  through  the  water. 

It  is  generally  the  middle  of  January  before  the  ice  has  be- 
come thick  enough  to  cut.  The  ice  has  now  a  thickness  of 
from  twelve  to  eighteen  inches. 

The  field  is  then  carefully  marked  off  with  a  grooving  ma- 
chine drawn  by  a  horse,  into  blocks  which  are  generally  twen- 
ty-two by  thirty  inches  square. 

An  ice-plow  which  cuts  to  a  depth  of  six  inches  first  fol- 
lows the  marker's  grooves,  then  comes  another  which  cuts  two 
inches  deeper,  and  then  another,  cutting  still  deeper,  and  so  on 
until  the  trenches  have  been  carried  so  deep  that  the  blocks  of 
ice  may  be  barred  off  or  loosened  from  the  field. 

Beginning  at  the  outermost  end  of  the  canal,  and  working 


628  THE    PLAN    BOOK. 

out  at  right  angles  with  it  as  far  as  the  field  has  been  marked, 
the  workmen  break  off,  with  a  heavy  wedge-shaped  instru- 
ment called  a  bursting  bar,  sheets  or  sections  of  blocks  of  ice, 
making  a  new  channel  running  off  from  the  original  canal. 

Through  this  channel  the  sheets  of  ice  are  forced  by  means 
of  hooks,  to  the  main  canal,  and  thence  to  the  foot  of  the  ele- 
vator which  runs  to  the  ice-house. 

At  this  point  a  narrow  bridge  of  planks  is  thrown  across 
the  canal,  upon  which  is  posted  a  man  armed  with  an  iron  bar. 
Standing  with  his  face  toward  the  shore,  this  man  separates 
the  sheets  of  ice  into  single  blocks,  with  quick  blows  of  his  bar 
as  they  float  beneath  him. 

With  a  quick  push  this  man  thrusts  each  block  over  re- 
volving chains  upon  the  elevator.  These  chains  are  provided 
with  logs  or  straight  bars  of  wood,  and  the  block  is  drawn  up 
the  inclined  plane  into  the  ice-house  by  the  continual  move- 
ment of  the  elevator. 

In  the  house,  the  blocks  of  ice  are  placed  close  together  on 
their  sides  and  left  three  or  four  inches  apart  at  the  ends,  so 
that  they  will  not  freeze  together  with  the  melting  and  freez- 
ing to  come. 

The  crop  is  harvested  now;  and  if  the  iceman  has  had  a 
fairly  fortunate  season,  he  has  garnered  at  least  a  thousand 
tons  to  the  acre. 

Thus  a  crop  which  costs  nothing  for  seed,  nothing  for  the 

ground  to  raise  it  upon  and  nothing  to  fertilize,  but  a  good 

deal  to  cultivate  and  still  more  to  harvest,  becomes  a  source  of 

wealth  to  many,  and  of  profitable  employment  to  many  more. 

— Adapted  from  The  Youth's  Companion. 


"The  frost  is  here 

And  fuel  is  dear, 

And  woods  are  sere, 

And  fires  burn  clear. 

And  frost  is  here 

And  has  bitten  the  heel  of  the  going  year." 

—  Tennyson, 


the  plan  book.  629 

Things  To  Find  Out. 

Effects  of  freezing  and  thawing  upon  different  kinds  of 
ground  under  varying  conditions. 

Why  does  the  earth  crack  in  intense  cold? 

Does  ground  covered  with  sod  freeze  easily? 

Which  would  freeze  sooner,  the  ground  on  the  north  side 
of  a  house,  or  that  upon  the  south?     Explain. 

Does  the  ground  of  a  city  street  freeze? 

What  damage  is  done  by  the  soils  freezing? 

To  what  depth  is  the  ground  frozen? 

Why  is  the  snow  less  deep  on  the  river  than  on  the 
meadows  on  either  side? 

How  is  "snow-ice"  formed? 

How  does  it  differ  from  other  ice? 

How  is  a  toboggan  made? 

In  what  country  near  us  are  snow-shoes  used  very  fre- 
quently?    Why  should  this  happen? 

Where  is  it  winter  now?     Summer? 

What  does  Jack  Frost  paint? 

Where  can  we  see  the  Aurora  Borealis? 

How  does  smoke  rise  on  a  clear  cold  day. 

What  are  the  Northern  lights?     When  can   we  see  them? 

What  do  you  know  of  the  Signal  House,  Mount  Washing- 
ton, Pike's  Peak  and  other  stations? 

An  article  on  the  Signal  Stations  at  Pike's  Peak  may  be 
found  in  the  Youth's  Companion  Supplementary  Reader  No.  1 1 . 

HAPPY  NEW  YEAR 

A  happy  New  Year,  happy  New  Year;  oh,  send  it  afar, 

To  the  girls  and  the  boys,  wherever  they  are; 

To  the  rich  and  the  poor,  to  the  high  and  the  low, — 

Oh!  scatter  its  blessings  wherever  you  go 

Happy  New  Year,  dear  children,  whose  hames  are  so  bright; 

Happy  New  Year  to  you  whose  hearts  are  so  light: 

Happy  New  Year, — oh,  say  it  to  all  who  can  hear, 

It  will  cost  you  but  little, — some  hearts  it  may  che^r.  — Sel. 


630  THE   PLAN    BOOK. 

I       ^  PLANT  LIFE.  ^       I 

The  Evergreens. 

January  Observations  of  Plant  Life. 

Related  Topic — Lumbering. 

EVERGREEN. 

Take  pupils  to  a  field  or  yard  where  the  whole  tree  may 
be  observed,  if  possible. 

General  Appearance. 

Shape, — Conical,  round,  wide  at  bottom.  Tree  tapers  to  a 
point  at  top. 

Height. — Height  varies  with  species,  some  grow  to  be  a 
hundred  feet  high,  others  no  taller  than  the  average  man. 

Trunk. — Large  at  base,  narrower  near  top.    Very  straight. 

Branches. — In  some  species  branches  grow  near  the  ground, 
in  others,  a  great  distance  from  the  ground. 

The  trunks  of  these  very  tall  trees  make  good  masts  for 
ships. 

Notice  the  pines  that  grow  near  our  school.  How  do  the 
branches  grow  on  these? 

Notice  how  the  branches  grow  shorter,  making  tree  taper 
toward  top.  Note  the  length,  shape,  position,  and  way  in 
which  they  are  attached  to  the  trunk.  Notice  the  horizontal 
position.  How  does  this  help  the  trees  bear  and  throw  off 
their  burdens  of  snow? 

Let  pupils  sketch  results  of  observations  made  in  field,  and 
bring  to  the  school  room  evergreens  to  be  used  for  the  next 
lesson,  as  twigs  of  different  species  of  pine,  cones,  pine  wood 
and  products  of  pine  tree.  / 


the  plan  book.  631 

Buds. 

Kxamine  buds  of  the  pine.  Covering  of  pitch  and  chaff- 
like scales.     Note  circle  of  scales  on  branches.     Cause? 

I.EAVES. 

Shape. — Needle-like.  Flattened  on  inner  side.  Why 
shaped  so  thin  and  long? 

Thickness. — Compare  to  other  leaves.  Why  are  they  so 
thick  and  tough? 

Number. — Are  the  needles  put  on  singly  or  in  bunches? 
How  many  needles  in  a  bunch?  Does  each  bunch  contain  the 
same  number  of  needles?  What  holds  the  needles  together? 
(A  sheath).  How  long  are  the  needles?  What  color?  Were 
there  any  needles  on  the  ground  under  the  tree?  What  color 
were  they?     When  does  the  pine  tree  shed  its  needles? 

CONEvS. 

The  fruit  of  the  pine  tree  is  a  woody  cone,  scales  arranged 
according  to  plan  of  tree.  Note  the  size,  shape.  What  they 
hold.  Find  a  thin  scale  inside  your  cone.  These  are  the 
seeds.  What  is  the  sticky  substance  on  the  cone?  (Resin). 
What  do  the  pine  cones  do  when  wet?  When  very  dry?  Lay 
some  of  the  cones  in  water  and  others  on  the  hot  register  for  a 
time  and  see  what  effect  the  damp  and  heat  have  upon  them. 
When  the  scales  open  what  do  the  seeds  do?  Each  scale  has  a 
little  cavity  to  hold  the  seeds.  How  many  seeds  does  one 
pocket  hold?  What  color  are  the  seeds?  Notice  the  wings. 
Why  should  it  have  wings?  What  would  happen  to  most  of 
the  fine  seeds  if  they  were  not  supplied  with  wings?  When 
do  the  cones  fall  to  the  ground?  Have  the  pine  trees  near  us 
their  cones  yet?  Sometimes  the  cones  stay  on  the  tree.  With 
other  trees  the  cones  fall  when  the  seeds  are  out  of  the  cones. 

Bark. 

Surface. — Smooth.  Grows  rough  as  tree  grows  old.  Thick- 
ness.    Taste.     Color  of  bark  changes  toward  end  of  branches. 


632  the  plan  book. 

Juice. 

The  pine  tree  has  juice  it  does  not  need.  Do  you  know 
how  it  gets  rid  of  this?  How  many  have  seen  this  juice  ooze 
out  of  the  bark?  What  do  men  do  with  this  juice?  Make  tar, 
pitch,  turpentine,  chewing  gum. 

Wood. 

Color  of  the  wood;  coarse  or  fine  grained;  weight;  hard  or 
soft;  rings  of  growth.  Show  a  cross  section  of  wood  with  bark, 
sap-wood,  heart  wood  and  pitch.  Note  difference  between  heart- 
wood  and  sap-wood;  rays. 


IDENTIFYING  THE  EVERGREENS. 

The  following  directions  for  distinguishing  the  more  com- 
mon kinds  of  evergreens  may  be  of  help  to  teachers.  Alore 
complete  descriptions  can  be  found  in  Gray's  "School  and  Field 
Book"  or  "Manual,"  or  in  a  book  on  trees,  such  as  Apgar's 
Trees  of  the  Northern  United  States. 

Pines  may  be  distinguished  by  their  needle-shaped  leaves, 
two,  three  or  five  leaves  bound  together  by  a  sheath  at  the 
back.  The  more  common  species  are:  White  pine:  Leaves  in 
fives,  three  to  four  inches  long.  Australian  or  Black  Pine: 
Leaves  in  twos,  three  to  five  inches  long,  from  short  sheaths. 
These  include  the  Northern  Gray  Pine,  Scrub  Pine,  Red  or 
Norway  Pine  and  Table  Mountain  Pine.  Yellow  Pine:  Leaves 
in  twos,  sometimes  threes,  three  to  five  inches  long,  from  long 
sheaths.  Scotch  Pine:  Leaves  in  twos,  one  and  a  half  to  two 
and  a  half  inches  long,  from  short  sheaths. 

Arbor  Vitae  Cedar:  Leaves  simple,  scale  like,  somewhat 
^%^  shaped,  bright  green  and  closely  pressed  in  four  rows  up 
and  down  flat  handles;  cones,  less  than  half  an  inch  long, 
scales  not  pointed. 

Spruce:  Leaves  not  clustered;  needle  shaped,  less  than  one 
inch  long,  four  sided,  sharp,  all  around  branches;  cones,  very 
large;  Nonvay  Spruce  cones,  five  inches  long,  hang  in  a 
drooping  position. 


f^ST 


THE    PLAN    BOOK.  633 

Pzrs:  Leaves  like  those  of  Hemlock,  but  without  stem; 
somewhat  two-ranked.  The  Fir  and  Hemlock  have  small, 
rounded  cones,  and  on  the  Cedars  are  found  the  purple  berries, 
with  a  whitish  powder  on  them. 

He7nlock:  You  may  early  recognize  this,  by  its  leaves 
not  clustered,  narrow;  blunt;  sometimes  finely  toothed,  toward 
the  apex;  flat;  green  above,  silver  white  beneath;  cones  small. 

Where  Found. 

The  white  pine  is  the  most  widely  distributed,  and  dense 
forests  of  this  are  located  in  Northern  Minnesota,  Wisconsin, 
Michigan  and  Canada. 

Pines  are  found  especially  in  the  northern  part  of  New 
England,  around  the  Great  Lakes,  about  the  head  waters  of  the 
Mississippi,  in  Minnesota  and  Wisconsin,  in  the  wooded  parts 
of  Rocky  Mountains,  on  the  Pacific  Slope,  in  Oregon,  Wash- 
ington, British  Columbia  and  Alaska. 

USES  AND  VALUE  OF  PINE— LUMBER. 

Material. — A  piece  of  resinous  pine,  resin,  a  bottle  of  tur- 
pentine, pieces  of  pine  and  hard  wood,  pencils,  matches,  and 
other  articles  made  of  pine. 

Have  pupils  visit  a  lumber  yard  and  a  sawmill  before  giv- 
ing this  lesson,  if  possible. 

Call  attention  to  the  interior  work  of  the  schoolroom,  to 
articles  of  furniture.  Pine  is  used  for  this  because  of  its  light- 
ness. (Let  pupils  test  weight  of  piece  of  pine  and  a  piece  of 
hard  wood.) 

Pine  can  be  easily  worked  on  account  of  its  softness  and 
straight  grain,  and  the  wood  is  sufficiently  durable  for  many 
purposes.  (Examine  grain  of  pine  and  compare  with  other 
pieces  of  wood.) 

The  trees  being  very  tall  and  having  small  branches,  the 
trunks  make  a  good  material  for  long,  straight  timbers,  such 
as  telegraph  poles,  etc. 

Nearly  all   the   lumber   used   in  the  building  of  houses, 


634  THE  PLAN   BOOK. 

barns,  factories  and  sidewalks,  etc.,  in  the  prairie  states  came 
from  the  pineries.  The  pines  furnish  us  with  more  lumber 
than  all  the  other  trees  taken  together. 

Different  kinds  of  pine  are  used  for  fuel,  for  bridge  piling, 
railroad  ties,  telegraph  poles,  and  in  the  manufacture  of 
matches,  pencils,  railroad  cars  and  furniture. 

The  white  pine  furnishes  the  most  valuable  timber.  This 
is  used  for  furnishing  houses  inside  and  out.  More  white 
pine  is  used  for  doors  and  other  inside  furnishings  than  all 
other  woods  combined. 

The  pitch  pine  has  little  value  for  timber  compared  to  the 
white  pine.  It  has  too  much  pitch  for  most  uses,  but  lasts 
well,  and  so  is  often  used  for  floors  where  heavy  machinery  is 
used.     lis  branches  are  full  of  resin. 

The  yellow  pine  gives  a  harder  wood  than  that  of  the  other 
pines,  and  it  is  very  valuable.  The  wood  is  a  beautiful  yel- 
low, but  is  not  easy  to  work,  and  so  it  cannot  be  utilized  for 
many  purposes.  It  is  used  for  floors  and  the  decks  of  vessels, 
as  it  wears  well  and  does  not  splinter.  From  it  are  obtained 
tar,  turpentine,  resin  and  oil. 

Its  leaves  are  used  for  the  manufacture  of  "pinewool,"  from 
which  cord  and  cloth  are  made.  Many  3'oung  trees  of  this 
variety  are  brought  to  our  markets  for  Christmas  trees. 

The  cheaper  grades  of  lumber  are  even  more  in  demand. 
Wood,  too  soft  for  fine  work  or  having  knots,  is  used  in  large 
quantities  for  boxes.  The  kinds  too  narrow  for  finishings  or 
cross-grained  are  used  for  fence  palings  and  laths. 

Other  members  of  the  pine  family  are  the  spruce,  hemlock 
and  balsam.  The  bark  of  the  hemlock  is  used  for  tanning, 
and  its  leaves  made  into  brooms.  From  the  balsam  fir  are 
made  balsam  pillows,  because  of  the  aromatic  flavor.  It  is 
more  commonly  used  for  a  Christmas  tree  than  any  other. 
Spruce  yields  gum. 

Other  Uses  of  Pine. 

Speak  of  the  rosin,  pitch  tar  and  turpentine  yielded  by  the 
pine  tree.     Tell  as  much  as  possible  of  these  products. 


THE   PLAN   BOOK.  635 

The  leaves  of  the  tree  are  of  use  also.  They  are  com- 
pressed into  blocks  for  fuel  and  tufts  of  leaves  tied  together  are 
used  for  brooms  in  some  places.  Some  are  made  into  cord  and 
cloth. 

The  tree  furnishes  food,  homes  and  shelter  to  birds  and 
other  animals.  Animals  such  as  fowls  and  swine  eat  the  seeds. 
The  seeds  of  some  kinds  are  also  used  for  food  by  the  Indians. 
Last  but  not  least,  it  is  used  for  Christmas  trees  and  to  decorate 
our  homes  and  lawns. 

Construction  Work. 

Collect  the  kinds  of  paper  made  of  wood  and  make  into 
booklets.  In  these  books  record  the  facts  concerning  the  ever- 
green studied,  or  write  the  analysis  given.  Illustrate  each 
page  by  a  drawing  of  the  species  of  tree,  leaves  or  cone  on 
opposite. 

Secure  spruce  card  board  for  portfolio  or  a  chart  to  be  de- 
voted to  specimens  of  evergreen  and  products.  Fasten  on  these 
cards  (or  sheets),  sprays  of  pine,  cones,  berries,  bark  and  wood. 

Split  the  bark  down  the  back  of  the  stem,  remove  the  hard 
interior  and  flatten  it  upon  the  card.  The  cones  may  be  cut 
in  two  vertically.  Both  vertical  and  horizontal  sections  of 
wood  should  be  used,  and  sections  polished  and  unpolished. 

On  the  product  chart  may  be  fastened  a  bit  of  spruce  gum, 
a  piece  of  spruce  pulp  paper,  a  bit  of  hemlock  tanning  bark, 
tar,  rosin,  a  tiny  bottle  of  turpentine  and  a  little  lead  pencil. 

If  a  chart  is  desired  punch  holes  in  these  large  sheets  and 
hang  on  the  wall;  or  if  a  portfolio,  the  small  cards  may  be  tied 
in  one  corner  with  a  strong  cord.  To  this  may  be  added  the 
paintings  in  water  color  of  leaves,  bark,  cones  and  berries  of 
species  of  evergreen  studied. 

Drawing. 

Suggest  that  pupils  draw  pictures  suggested  by  pine  trees 
and  to  those  pupils  who  find  it  difficult  to  call  some  such  pic- 
ture to  mind,  give  a  slip  of  paper  containing  such  suggestions 


636  THE   PLAN    BOOK. 

as: — a  ship  showing  masts  of  pine;  a  line  of  telegraph  poles; 
birds  feeding  on  cedar  berries;  a  hand  holding  a  cedar  pencil;  a 
painter  at  work  with  his  pot  and  brush;  a  lumber  camp;  a  saw 
mill,  etc. 

In  the  book  devoted  to  pine  illustrations,  draw  on  each  leaf 
the  leaves,  cone  and  section  of  a  different  kin(J  of  pine,  and 
under  it  an  appropriate  quotation  about  pine. 

Hiawatha  is  rich  in  reference  to  evergreens.  Searching 
for  appropriate  quotations  among  the  works  of  authors  will 
prove  a  good  form  of  seat  work,  or  this  may  be  done  at  home. 
To  some  pupils  give  Longfellow,  to  others  Whittier,  Lowell, 
etc. 

Let  pupils  make  a  note  of  those  quotations  which  appeal  to 
them,  and  report  in  class.  The  others  in  class  may  copy  these 
and  give  in  turn  others  which  they  have  found. 

This  work  may  be  taken  up  during  the  language  period. 
Call  attention  to  quotation  marks  and  ask  that  all  papers  be 
handed  in  for  examination  after  being  neatly  copied. 

Drawing. 

Draw  twigs  and  cones,  bark  and  cross  sections  of  wood. 
Draw  different  pine  trees  and  other  species  of  evergreen. 

Language. 

Composition  subjects  suggested  by  uses  of  the  pine;  the 
way  in  which  tar  pitch,  turpentine  and  resin  are  secured  and 
prepared  for  the  market;  the  ways  in  which  these  products 
are  used. 

Arithmetic. 
Find  the  cost  of  different  kinds  of  pine. 

Geography. 

Lumbering. 

Poems. 

The  Discontented  Pine  Tree,  by  Eudora  Bumpstead.  Na- 
ture in  Verse. 


THE   PLAN    BOOK.  637 

Three  Trees,  by  Kiidora  Bumpstead.     Nature  in  Verse. 
The  Little  Fir  Trees.     St.  Nicholas. 
To  a  Pine  Tree.     Lowell. 

The  Pine  Forest  of  Monterey.     Bayard  Taylor. 
Hiawatha's  Sailing.     Longfellow. 
My  Cathedral.     Longfellow. 
The  Legend  of  Skadi.     Lucy  Larcum. 
Ariel  in  the  Cloven  Pine.     Bayard  Taylor. 
Myths  and  Stories. 
The  Fir  Tree.     Andersen. 
Law  of  the  Wood.     Parables  of  Nature. 
The  Discontented  Pine  Tree. 

Among  the  Pines,  and   A  Great    Arboritum,  in  Youth's 
Companion  Supplementary  Reading  No.  17. 

Reading  Lesson. 

The  Spruce  Tree.  Normal  Third  Reader.    Todd  &  Powell. 
Pine  Needles.     Normal  Third  Reader.     Todd  &  Powell. 
Pine  Tree  Shillings.     New  Era  Fourth  Reader. 
Pine  Trees.     Cyr's  Fifth  Reader. 
Aspect  of  the  Pines.     Cyr's  Fifth  Reader. 

Things  to  Find  Out. 

Does  the  sap  in  trees  freeze? 

Do  more  plants  and  buds  die  in  the  cold  winters  when  the 
snowfall  is  heavy  or  when  it  is  light? 

What  animals  feed  on  the  buds  of  young  trees  ? 

(The  chickadees  are  said  to  eat  only  such  buds  as  contain 
grubs  and  eggs.) 

What  plants  are  alive  under  the  snow? 

What  trees  are  the  lumbermen  cutting  now? 

LUMBERING. 

Material. — Illustrations  which  will  show  the  different  oper- 
ations.    Pictures  of  sawmills  and  the  camp. 


638  the  plan  book. 

Suggestions. 

Let  pupils  construct  miniature  logging  camp  on  sand  table. 
Build  log  houses.  IMake  corduroy  roads.  Oblong  tin  pans 
will  serve  as  pond  or  river.  Use  evergreen  twigs  for  trees ; 
toy  sleds  and  horse  will  take  the  place  of  the  real.  Build 
sawmill  on  the  river;  piles  of  lumber  Cover  sand  with  flour 
to  represent  snow.  Fill  tin  pan  with  water,  on  which  logs  and 
rafts  may  be  floated. 

Introduction. 

Ask  pupils  to  name  articles  in  the  room  which  are  made 
of  wood,  as  walls,  floor,  seats,  frame  of  clock,  pencils,  erasers, 
etc.  Where  do  they  come  from?  Of  what  made?  How 
is  the  wood  secured  to  make  all  these  things?  Where? 
What  do  we  call  the  men  who  chop  down  trees  and  prepare 
them  for  sawmill? 

The  Lumberman. 

How  does  the  lumberman  live  while  he  is  doing  this  work? 
What  kind  of  a  house  does  he  live  in  ?  What  does  he  eat  ? 
Who  prepares  his  food  ?  Who  are  his  companions  ?  When 
does  he  do  this  work?     Why  in  winter? 

Where  are  camps  located  ?  Why  near  the  rivers  or  rail- 
roads?    Tell  about  camp  life. 

Who  cuts  the  trees  down  ?  What  tools  are  used  ?  What 
becomes  of  the  trees  when  cut  ?  How  are  they  carried  to  the 
river  or  railroad  ? 

How  do  the  logs  float  down  the  river  without  becoming 
jammed?  What  is  a  boom?  A  log  driver?  Who  pulls  the 
logs  off  the  sand  bar  or  snags  ? 

How  do  the  different  camps  along  the  river  get  their  logs 
separated  when  all  float  down  the  river  together  ?  How  are 
they  marked?     Is  the  life  of  a  lumberman  easy  or  pleasant? 

The  Sawmill. 
Describe  a  sawmill.    Why  located  near  water  and  railroads? 
How  are  logs   taken   up  into  the  mill?     How  loaded?     How 


prr^E^T 


THE   PLAN    BOOK.  •  639 

cut?     Mention  kinds  of  ways  in   which  wood  is  cut.     Slabs, 
shingles,  etc. 

Song. 

The  Woodman.     Eleanor  Smith,  No.  2. 

Literature. 

The  Honest  Woodman,  in  The  Child's  World  or  Lights  to 
Literature  Third  Reader.     Silver,  Burdette  Co. 
The  Lumberman.     Whittier. 

References. 

Read  "Amoug  the  Pines,"  Youth's  Companion.  Sup. 
Reader  No.  17.     Lumbermen  of  the  Series,  No.  12. 

Every  teacher  who  expects  to  take  up  this  work  in  the  In- 
termediate Grades  should  have  W.  F.  Rocheleau's  Great 
American  Industries,  Products  of  the.  Soil.  A  set  of  illus- 
trated reading  leaflets  on  lumbering  has  been  issued  to  put 
into  the  hands  of  the  pupils  in  Third  and  Fourth  Grades. 

Pupils  are  expected  to  use  these  for  silent  reading,  and 
then  to  reproduce  the  topics  orally  as  language  lessons.  Ask 
for  Leaflet  on  Lumbering.  These  are  ten  cents  a  dozen,  or  a 
penny  apiece. 

Preparation  for  Lumbering. 

Felling  trees,  peeling  bark,  loading,  drawing,  rafting,  log- 
ging, camping,  etc.,  saw-mill,  sawing,  etc. 

(Teacher  should  read  of  the  logging  camps  of  Wisconsin, 
Canada,  or  Maine,  and  should  give  children  a  vivid  description 
of  this  work,  using  pictures.) 

Charcoal  Bits. — Make  experiment  by  allowing  some  chips 
to  char  over  a  slow  fire.     Children  observe  and  give  inference. 

Value  of  Lumber. — Think  of  the  occupations  and  life  of 
men  engaged  in  this  work,  and  of  the  money  needed,  etc. 
Make  it  practical. 


640  the  plan  book. 

Lumbering 

Lumber  trade,  by  which  is  meant  the  commerce  in  timber 
for  building  houses,  ships,  etc.,  boards,  planks,  laths,  scantling, 
shingles,  staves,  clapboards,  railroad  ties,  telegraph  poles,  etc., 
is  one  of  the  most  extensive  and  important  industries  of  the 
United  States,  and,  indeed,  of  the  world. 

Ever}'  process  in  lumbering  is  interesting.  Before  the 
timber  can  be  cut  it  must  first  be  estimated  and  purchased, 
sometimes  from  the  Government,  but  more  frequently  in  recent 
years  from  private  owners.  A  timber  expert,  with  judgment 
educated  by  long  experience,  will  estimate  the  product  of  a 
given  area  at,  say,  500,000  feet,  much  as  a  horse-dealer  esti- 
mates that  a  horse  weighs,  say,  1,000  pounds.  The  purchase 
is  conducted  on  the  basis  of  the  expert's  statement  of  the.  prob- 
able amount  of  timber. 

The  Camp. 

Long  before  the  beginning  of  winter  the  lumberman  com- 
mences to  prepare  his  campaign  for  the  logging  season.  He 
selects  his  places  of  operation  in  the  wood  and  locates  his  camps, 
builds  his  shanties  and  makes  his  roads.  All  this  must  be 
done  before  snow  comes. 

A  logging  camp  is  located  as  near  the  timber  to  be  worked 
as  possible;  but  in  deciding  on  the  location  other  conditions 
have  to  be  considered,  such  as  good  water,  and  connection  with 
a  good  road  leading  to  the  base  of  supplies. 

The  men  engaged  in  logging  are  rather  rough  in  appear- 
ance, but  are  a  jolly  goodhearted  set  and,  as  a  rule,  are  robust 
and  healthy. 

The  life  of  the  camp  is  not  an  easy  one.  The  men  must 
be  up  in  the  morning  and  ready  for  work  as  soon  as  it  is  light 
enough  for  them  to  begin.  The  teamsters  breakfast  at  four, 
and  are  often  out  on  the  road  before  light,  while  the  foreman, 
cook,  and  blacksmith  may  have  to  work  far  into  the  night. 


THE   PLAN   BOOK. 


641 


A  TYPICAI.  CAMP. 


INTERIOR  OF   CAMP. 


642 


THE   PLAN   BOOK. 


AT  WORK. 


SKIDDING. 


THE   PLAN    BOOK.     '  643 

The  evenings  are  spent  in  reading,  telling  stories,  mending 
clothes,  and  if  there  happens  to  be  a  fiddle  in  the  company 
and  one  who  can  play  it,  dancing.  But  the  old  proverb,  "early 
to  bed  and  early  to  rise,"  has  a  practical  application  in  the 
lumber  camp.  That  the  men  may  be  ready  for  the  next  day's 
work,  lights  are  ordered  out  at  an  early  hour.  Card  playing, 
gambling,  and  the  use  of  intoxicating  liquors  are  now  pro- 
hibited in  most  camps. 

The  men  sleep  in  rough  wooden  bunks  arranged  in  tiers 
along  the  sides  of  the  camp,  boughs  or  hay  with  a  blanket 
spread  over  forming  the  bed.  Along  each  side  of  the  camp 
is  a  seat  made  of  a  thick  heavy  slab  for  which  the  bunk-frames 
furnish  a  back,  and  this  substantial  structure  is  celled  the 
"Deacon  Seat."  The  men  spend  the  evening  lounging  in  the 
bunks  or  ranged  along  seats  talking  and  singing,  the  camp  be- 
coming in  fact  a  social  club  during  the  evening  hour. 

Felling  the  Trees. 

When  the  camp  is  ready  for  work  the  foreman  goes 
through  the  woods  and  marks  the  trees  that  are  to  be  cut.  The 
choppersand  sawyers  follow,  felling  the  trees  and  cutting  them 
into  logs.  Formerly  the  trees  were  chopped  down,  but  now  the 
saw  has  taken  the  place  of  the  axe,  as  it  works  faster  and  saves 
lumber.  By  driving  a  wedge  into  the  kerf  made  by  the  saw, 
the  tree  can  be  made  to  fall  in  almost  any  direction  desired. 
The  trees  are  cut  into  logs  varying  in  length  from  twelve  to 
eighteen  feet,  according  to  the  size  and  length  of  the  tree. 
Some  trees  will  make  five  logs,  and  two  good  men  working 
together  will  sometimes  cut  eighty  logs  a  day. 

Skidding. 

After  the  trees  are  cut  into  lengths  they  are  sawed  into 
logs  ready  to  go  to  the  skidway,  so  they  can  be  loaded  with  the 
least  possible  effort. 

This  consists  of  two  logs  or  timber  laid  about  ten  feet  apart 
at  one  side  of  the  log  road,  and  well  blocked  up,  upon  which  a 


644  THE   PLAN    BOOK. 

tier  of  logs  is  placed  ready  to  be  loaded  on  the  sleds  to  go  to 
the  banking-ground.  Small  logs  are  hauled  from  the  stump 
to  the  skidway  with  the  use  of  "skidding  tongs,"  and  the  larger 
logs  are  hauled  on  a  rude  sled  consisting  of  two  wide  runners 
and  a  single  cross  beam. 

Loading  and  Transportation. 

The  logs  are  loaded  on  sleds  from  the  skidway.  When  the 
road  is  good  the  only  limit  to  the  load  is  the  capacity  of  the 
sleds,  and  to  pile  up  a  load  of  logs  higher  than  a  load  of  hay 
requires  judgment  and  experience;  the  larger  logs  are  placed 
in  the  lower  tiers  and  the  smaller  ones  used  to  top  off  with. 
In  the  winter  of  1893  a  photograph  was  taken  of  a  load  of  logs 
in  Michigan  which  measured  more  than  30  feet  from  the  floor 
of  the  sled  to  the  top  of  the  load,  and  this  enormous  load  was 
drawn  by  a  single  span  of  horses. 

The  load  then  goes  to  the  banking-ground,  perhaps  passing 
on  the  road  a  number  of  men  who  are  employed  in  keeping  the 
road  in  good  condition,  covering  a  bare  place  with  snow,  or 
bridging  it  where  it  is  soft,  or  building  it  up  w'here  the  sleds 
are  inclined  to  sheer.  When  the  load  arrives,  the  chains 
which  bind  it  are  loosened,  the  logs  rolled  off,  measured  by  a 
man  called  the  "scaler,"  and  placed  in  tiers  ready  to  be  rolled 
into  the  stream  when  the  ice  breaks  up.  Banking  the  logs 
also  requires  careful  judgment  and  expert  work. 

With  the  melting  of  the  snow  and  ice  comes  the  dragging 
in  and  drawing  of  the  logs.  The  banking-grounds  swarm  with 
men,  armed  with  canthooks,  who  attack  the  great  logs  and  roll 
them  into  the  stream.  Teams  are  frequently  used  to  loosen 
"key-logs."  When  this  is  pulled  out,  the  whole  face  of  the 
hoUway  topples  forward  into  the  stream.  This  is  repeated 
again  and  again  until  all  the  logs  are  floating  in  the  water. 

After  this  the  logs  are  ready  to  start  for  the  boom,  there  to 
be  sorted  according  to  ownership,  and  then  delivered  to  the 
mills  to  be  made  into  lumber.  As  the  logs  were  floated  they 
were  strung  out  along  the  stream  as  much  as  possible  by  men 


THE   PLAN    BOOK.  645 

whose  duty  it  is  to  keep  tHe  main  body  of  logs  in  motion, 
breaking  up  jams  where  the  logs  block  up  the  river  by  wedg- 
ing in  sharp  bends,  or  lodging  on  sunken  tree-tops,  or  ground- 
ing on  sand-bars. 

The  rear  crew  follow  after,  looking  for  stray  logs  that  may 
have  rolled  out  on  the  bank  or  become  lodged  in  some 
manner.  In  low  water  many  of  the  larger  logs  drag,  and, 
as  they  accumulate,  must  be  rolled  over  every  sand-bar  and 
rilHe,  and  the  crew  frequently  work  from  daylight  to  dark 
waist  deep  in  icy  water.  These  men  receive  double  ordinary 
wages. 

The  drive  ends  when  the  logs  have  been  floated  down  to 
the  mill,  there  to  be  converted  into  lumber  of  various  kinds. 
The  estimated  value  of  the  annual  output  of  lumber  in  the 
United  States  is  placed  at  $240,000,000. 

Work  of  the  Mills. 

A  saw-mill  is  usually  located  on  the  bank  cf  some  body  of 
water  large  enough  to  float  the  logs  to  be  worked  up.  This  is 
a  matter  of  economy  in  handling.  The  logs  are  drawn  into 
the  mill  in  the  same  manner  as  they  are  drawn  upon  the  plat- 
form for  the  railway.  In  the  mill  they  are  made  into  all  the 
forms  of  lumber  in  general  use. 

The  average  large  mill  contains  at  least  a  band  saw,  a  cir- 
cular saw,  two  gangs,  edging  and  trimming  saws,  a  lath-mill, 
and  a  shingle-mill.  In  addition  to  these,  some  mills  have  ma- 
chines for  making  clap-boards,  chair-backs,  and  other  special 
forms  of  lumber.  The  band  and  circular  saws  cut  but  one 
board  at  a  time,  but  eat  their  way  through  the  log  with  won- 
derful rapidity.  In  fact  they  run  so  fast  that  the  men  who 
ride  on  the  carriages  have  to  be  experienced  hands,  or  they 
would  be  thrown  off. 

The  gang  moves  slowly,  but  accomplishes  the  most  work, 
as  it  often  saws  several  logs  at  once.  Gangs  are  of  various 
sizes,  the  smallest  has  twenty-four  saws  and  the  largest  sixty. 
The  saws  move  up  and  down  like   the  single   saw  of  the  old 


646  THE    PLAN    BOOK. 

fashioned  New  England  mill.  Each  gang  cuts  as  many 
boards  as  it  has  saws. 

Besides  the  machinery  for  cutting  the  lumber,  we  must 
have  the  power  necessary  to  keep  it  running.  This  is  sup- 
plied by  a  powerful  engine,  or  water  wheels.  In  either  case, 
the  power  will  be  found  in  a  separate  room  or  'building. 
There  must  also  be  a  repair  and  filing  room,  in  which  the 
tools  are  stored,  the  saws  filed,  and  most  of  the  repairs  made. 

When  the  logs  enter  the  mill  they  are  fastened  to  the  saw- 
carriages,  and  as  fast  as  the  saw  drops  a  board  it  falls  on  a  set 
of  rollers,  which  take  it  to  the  machine  that  trims  the  edges. 
From  this  saw  it  is  carried  to  the  machine  that  tiims  the  ends, 
and  this  machine  drops  it  on  a  set  of  rollers  that  take  it  to  a 
large  platform  whence  it  is  carried  to  the  yard  and  stacked. 
Here  it  is  liable  to  remain  until  it  is  seasoned  or  sold.  As  all 
wood  shrinks  in  drying,  lumber  needs  to  be  thoroughly  sea- 
soned before  it  can  be  used  for  any  except  the  roughest  pur- 
poses. Many  large  mills  contain  drying  kilns,  planing  mills, 
and  other  machinerj'-  for  the  manufacture  of  the  lumber  into 
boards,  casings,  sash  moulding,  and  in  short,  everything  for 
which  lumber  is  used  in  finishing  buildings. 

USES. 

The  uses  of  wood  are  so  numerous  and  common  that  most 
of  us  know  by  far  the  greater  part  of  them.  Wood  is  in  the 
paper  we  read,  the  tiny  shoe  peg,  the  stick  with  which  we 
pick  our  teeth,  the  match,  the  pencil,  all  articles  of  furniture, 
the  finishing  of  our  houses,  and  in  almost  everything  we 
touch.  Wood  has  been  put  to  so  many  different  uses  in  re- 
cent years  that  this  has  been  styled  by  some  the  wooden  age. 

LUMBER  DISTRICTS. 

In  the  United  States  the  most  important  lumber  districts 
are  in  Maine,  New  York,  Pennsylvania,  Michigan,  Wisconsin, 
Minnesota,  Norih  and  South  Carolina,  Georgia,  Florida,  the 
southern  portion  of  Alabama  and  Mississippi,  Texas,  northern 
California,  western    Oregon,    and   the    region    around    Paget 


THE   PLAN  *BOOK.  647 

Sound.  Indeed,  nearly  all  the  States  in  the  Union  produce 
lumber  of  some  kind  in  considerable  quantities,  although  in 
many  of  them  the  annual  output  is  diminishing. —  The  latter 
part  of  this  article  was  adapted  from  an  article  on  lumber  i7i  the 
Teacherh  World. 


if 


THE  WINTER  WINDS. 


High  and  low 

The  winter  winds  blow! 

They  fill  the  hollows  with  drifts  of  snow; 

And  sweep  on  the  hills  a  pathway  clear; 

They  hurry  the  children  along  to  school, 

And  whistle  a  song  for  the  happy  new  year. — Set. 


These  Winter  nights  against  my  window-pane 

Nature  with  busy  pencil  draws  designs 

Of  ferns  and  blossoms  and  fine  sprays  of  pines, 

Oak-leaf  and  acorn  and  fantastic  vines, 

Which  she  will  make  when  Summer  comes  again — 

Quaint  arabesques  in  argent,  flat  and  cold, 

Like  Curious  Chinese  etchings. — By  and  bye. 

Walking  my  leafy  garden  as  of  old, 

These  frosty  fantasies  shall  charm  my  eye 

In  azure,  damask,  emerald,  and  gold. — T.  B.  Aldrich. 


"Janus  am  I;  oldest  of  potentates! 

Forward  I  look,  and  backward,  and  below 

I  count  as  god  of  avenues  and  gates,  • 

The  years  that  through  my  portals  come  and  go." 

I  block  the  roads  and  drift  the  fields  with  snow; 

I  chase  the  wild-fowl  from  the  frozen  fen; 

My  frosts  congeal  the  rivers  in  their  flow, 

My  fires  Hght  up  the  hearths  and  hearts  of  men. 

— Henry  WadswortJi  Longfellow. 


648  THE   PLAN   BOOK. 


A: 

^  jnm»»m ^mim^M  ■■wTtritttwt  ■iiimiiiii.-iiiiiiiiiii--tiiiiii*iii. iiiiiiiiiii  n 1 1 1 1 1 mrTm'^ 

Winter  Birds. 

The  Chickadee,  Snow  Birds,  Golden  Crowned  Kinglet  .nd 
Pine  Grosbeak. 

Animals. 

The  Rabbit,  Reindeer,  Bear  and  Seal. 
Related  Topics,  Hunting  and  Fur. 

Winter  Birds. 

What  birds  are  here  now?  An}'  snow  birds  and  chickadT^cs? 
Any  sparrows?  What  birds  stay  all  winter.  Where  do  they 
keep  themselves  warm?  What  do  they  eat?  Make  a  list  of 
January  birds. 

The  Snowbird. 

The  snowbird  belongs  to  the  sparrow  family.  There  are 
three  kinds  of  snow  birds,  the  snow  flake,  the  bunting  and  the 
junco. 

Snowbird — Six  and  one-half  inches  long;  bluish  slate  color, 
\nth  lower  breast  and  bell}-  grayish  white;  outer  tail  feathers 
white;  bill  flesh  white;  song,  a  bimple  trill. 

Snow  Bunting — Length,  seven  inches;  plumage,  soft  brown, 
with  white-banded  wings  and  tail;  bill  and  feet  black. 

The  junco  is  a  small,  slate-colored  winter-bird,  with  white 
belly  and  undertail  feathers,  and  flesh-colored  bill.  Tht  slate- 
color  of  the  breast  abruptly  changes  to  the  white  of  the  belly. 
This  very  common  and  easily  recognized  bird  of  the  snowy  sea- 
son is  usually  found  in  flocks  of  twenty  to  thirty  in  the  fields 
and  among  the  bushes. 

The  snowbird  is  a  very  useful  bird  to  the  farmer  and  hor- 
ticulturist. In  addition  to  its  insect  diet,  which  covers  a  large 
supply  of  ants,  cut  worms,  weevils,  beetles  and  grasshoppers, 


THK   PLAN   BOOK.  649 

it  also  eats  seeds  of  such  weeds  as  pigweed,  chickweed,  knot- 
grass and  foxtail,  besides  rag  weed,  which  is  a  troublesome  pest 
to  the  farmers. 

These  birds  are  irregular  in  appearance  and  can  not  always 
be  seen  in  winter.  They  seem  to  enjoy  a  snow-storm  and  to 
take  delight  in  the  biting  air,  and  the  flunying  snow  flakes. 

The  snow  bird  is  friendly  and  fearless,  coming  into  our 
yards  and  to  our  very  doors  with  its  song  "Cbick-adee-dee," 
which  it  sings  perpetually. 

The  Chickadee. 

The  chickadee  has  another  name — Black- capped  Titmouse. 
It  is  one  of  our  best  known  winter  birds,  coming  early  and 
staying  late.  It  is  about  five  and  one-half  inches  long;  gray 
above;  cap,  chin  and  throat  black;  sides  of  head  white;  wings 
and  tail  gray,  with  white  edges;  bill  and  feet  black.  Sings, 
Chickadee-dee-dee.     It  eats  almost  anything. 

The  Pine  Grosbeak. 
DESCRIPTION  OF  PARTS. 

The  bill  is  brown,  very  thick  and  strong,  short  and  curved. 
It  is  very  well  adapted  for  crushing  grain,  cones  and  seeds. 
The  head  is  carmine  red.  The  back  is  dark  red  streaked  with 
dark  gray.  The  breast  is  a  lighter  red  and  gray.  The  wings 
are  brown  and  white  and  the  tail  brown.  The  legs  and  toes 
are  black.  The  plumage  of  a  fully  matured  bird  is  red,  gray 
and  brown. 

The  rose-breasted  grosbeak,  the  evening  grosbeak  and  the 
pine  grosbeak  are  beautiful  birds.  The  pine  is  the  largest  of 
the  three. 

Habits. 

The  pine  grosbeak  comes  to  us  for  the  winter  months,  but 
in  the  summer  goes  far  north.  It  breeds  in  the  far  north,  and 
can  withstand  the  severest  cold. 

The  pine  grosbeak  feeds  on  pine  cones,  seeds,  grains  and 
mountain  ash  berries.  Its  nest  is  made  of  moss  and  the  eggs 
placed  within  it  are  slate  color, spotted  with  brown. 


650  the  plan  book. 

The  Golden-Crowned.  Kinglet. 

Another  bird  which  is  especially  fond  of  evergreens  is  the 
golden-crowned  kinglet.  It  is  the  second  smallest  bird  in  the 
United  States,  measuring  about  four  inches.  The  male  has  C\ 
flame  colored  crown  with  a  border  of  black,  and  the  female  a 
yellow  crown  without  the  border. 

They  feed  principally  on  insect  larvae  which  they  find  in 
the  bark  of  evergreen  trees.  They  have  been  much  in  de- 
mand for  decorating  hats,  but  the  law  forbids  their  destruction 
for  this  purpose  now. 

Suggestions. 

For  class  use  secure  the  Bird  Book,  or  as  the  magazine  is 
now  called,  "Birds  and  All  Nature."  Use  the  colored  pictures 
of  the  birds  found  therein,  to  teach  the  striking  peculiarities 
of  the  birds.  A  set  of  colored  bird  pictures  comes  with  the 
magazine  and  these  arranged  on  a  panel  across  one  side  of  the 
room  or  blackboard  afford  a  very  attractive  as  well  as  useful 
feature  of  your  school  room. 

"The  birds  are  often  hungry  at  this  time  of  the  year=  En- 
courage the  pupils  to  feed  them.  If  you  wish  to  see  and  study 
the  winter  birds,  procure  a  piece  of  suet  and  nail  it  to  the 
branch  of  a  tree  near  the  window  of  the  house.  The  birds 
will  soon  discover  this  tidbit  and  straightway  they  will  fly  to 
the  tree  where  it  is.  I  have  kndwn  this  device  to  attract  many 
birds  and  day  by  day  they  would  be  seen  feeding  on  the  suet 
until  they  became  very  tame. 

Almost  all  birds  like  fat  and  this  suet  furnishes  them  with 
the  fuel  their  bodies  need  in  cold  weather. 

Cracked  corn,  crumbs,  sunflower  seeds,  canary  seed,  millet, 
hemp,  etc.,  should  be  scattered  about  the  door  if  you  would  at- 
tract these  feathered  friends  and  make  them  confide  in  you. 
The  story  of  "Hans  von  der  Vogel-weide"  is  well  worth  relat- 
ing to  the  children. 

In  conclusion  let  lessons  of  kindness  to  birds  be  inculcated. 


THE   PLAN    BOOK.  651 

It  has  been  well  said  that  4n  treating  the  birds  with  kindness 
we  exhibit  the  greatest  kindness  to  ourselves.' 

The  vast  number  of  insect  eggs  and  larvse  which  are  de- 
voured every  year  by  the  birds,  renders  the  latter  among  the 
most  beneficent  works  of  the  Creator." — Sel. 

Poems. 

Chickadee.     Emerson. 

The  Snow  Bird.     Lovejoy's  Nature  in  Verse. 

The  Snow  Bird's  Song.     Lovejoy's  Nature  in  Verse. 

What  the  Snow  Bird  Said.     Lovejoy's  Nature  in  Verse. 

The  Chickadee.     Celia  Thaxter. 

The  Snow  Bird.     Hezekiah  Butterworth. 

Winter  Birds.     George  Cooper. 

Little  Red  Riding  Hood.     Whittier's  Child  Life. 

Things  to  Find  Out. 

What  animals'  tracks  have  you  seen  on  the  snow? 

What  color  is  the  rabbit's  winter  coat?  summer  coat? 

What  animals  sleep  during  the  day  and  prowl  about  at 
night  for  food  ? 

Have  you  found  any  cocoons  this  month? 

What  birds  have  you  seen  about  your  house  this  month? 

What  bird  is  said  to  wear  snow-shoes?  (Mr.  Gibson,  in 
Sharp  Eyes,  tells  us  that  the  partridge  does). 

The  Rabbit. 

Have  pupils  bring  pet  rabbits  to  school  in  cage  or  box  and 
let  pupils  watch  their  movements,  habits,  time  of  sleeping,  rest- 
ing, manner  of  eating,  etc. 

Description. — Body  slender,  graceful,  size  of  a  cat;  head 
oval;  ears  large;  erect  when  feeding  or  listening,  lie  down  when 
running;  with  sharp,  chisel  shaped  nose;  eyes,  very  bright;  tail 
short;  covering,  fur;  color  gray,  white,  or  black;  note  the  color 
on  different  parts:  where  are  the  long  hairs?  The  short.  How 
does  the  color  of  the  fur  protect  the  rabbit?     Is  its  summer 


652  THE   PLAN   BOOK. 

coat  the  same  color  as  the  winter  coat?  Why  are  its  hind  legs 
longer  than  its  fore  legs? 

Did  you  ever  Bee  rabbits'  tracks  in  the  snow?  Could  you 
draw  a  picture  of  them?  There  are  always  four  in  a  set:  the 
two  front  impressions  are  about  six  inches  apart  and  the  other 
pair  quite  close  together. 

How  does  a  rabbit  move  about?  It  can  both  jump  and  hop. 
A  jump  may  vary  from  two  to  ten  feet.  What  means  of  pro- 
tection has  been  given  the  rabbit?  What  are  its  enemies? 
The  owl,  dogs,  hunters. 

Habits  of  the  Rabbits. — The  rabbit  burrows;  lives  in  grass, 
holes,  stumps  and  hollow  trees.  It  lines  the  nest  it  makes  for 
the  little  ones  with  fur  taken  from  its  own  body.  ' 

Where  is  the  summer  home?  The  winter  home?  Some- 
times farmers  plough  up  nests  of  baby  rabbits  in  the  spring, 
when  the  ground  is  being  prepared  for  grain. 

Why  should  the  rabbit  have  such  long  ears?  How  does  it 
move  them?  What  noise  does  the  rabbit  make?  When  do 
hunters  hunt  the  rabbit  and  set  traps  for  it?  Why  do  they 
do  this? 

When  is  the  wild  rabbit  fat?  What  does  it  eat?  When? 
Sleeps  by  day;  eats  by  night.  Gnaws;  eats  vegetables,  leaves, 
stalks  and  the  bark  of  trees.  For  this  reason  it  is  regarded 
as  an  enemy  by  the  farmer.  Note  the  way  the  rabbit  sits  and 
nibbles  at  its  food.     What  does  the  rabbit  like  to  eat? 

In  what  way  do  wild  rabbits  differ  from  tame  ones?  Are 
all  wild  rabbits  alike?  Have  pupils  ever  seen  the  Jack-Rabbits 
of  enormous  size  that  live  on  the  prairies?     Describe  them. 

Of  what  use  are  rabbits?  How  many  have  tasted  rabbit 
flesh?     Who  has  had  any  article  of  clothing  made  of  the  fur? 

Drawing. 

Make  silhouettes  of  rabbits  in  different  positions,  with  brush 
and  ink.  Study  Meyer's  picture  "The  Little  Rabbit  Seller." 
Illustrate  the  story  of  the  Hare  and  the  Tortoise. 


the  plan  book.  65."^ 

Reading. 

"The  Rabbit's  Home"  and  "Two  Rabbits"  in  Normal  Third 
Reader. 

"The  Strongest"  (Rabbit)  in  Rand,  McNally's  Third 
Reader. 

The  Reindeer. 

Material. — Secure  copies  of  good  pictures  of  the  deer,  such 
as  Landseer's  and  Rosa  Bonheur's;  mounted  heads,  antlers, 
deer  skins,  visit  a  museum  or  zoological  garden  if  possible. 

Where  Found. — In  Europe,  Asia  and  America.  May  be 
found  in  the  AUeghenys,  the  New  England  States  and  in  the 
woods  of  Northern  Michigan,  Wisconsin  and  Minnesota. 

Description. — From  four  to  six  feet  in  height.  About  as 
large  as  a  yearling  calf,  but  its  head  is  thinner,  muzzle  more 
pointed,  legs  longer  and  only  about  as  thick  as  a  sheep's.  It 
has  two  toes  on  each  foot,  which  are  placed  on  the  snow  or 
ground;  has  an  extra  pair  higher  and  behind  the  others  to 
keep  it  from  sinking  so  easily  in  the  snow.  Has  divided  hoofs. 
It  is  keen  sighted  and  swift  footed.  The  male  has  large, 
branching  antlers.  These  are  solid  and  fall  off  each  winter,  new 
ones  growing  on  each  spring.     Its  horns  are  used  for  defense. 

Color. — In  winter  fur  is  long  and  grayish  brown,  under 
part  of  body  white;  in  summer  dark  brown  with  white  por- 
tions gray,  covered  with  a  thick  coat  of  hair. 

Food. — Eats  reindeer  moss  and  twigs  of  trees.  Digs  under 
the  snow  for  moss  with  horns  and  feet.  In  summer  eats 
herbage. 

Use  to  Men. — In  Lapland  the  reindeer  takes  the  place  of 
the  horse,  cow  and  sheep.  Its  milk  is  used  for  food  and  cheese; 
skins  are  used  for  tents,  clothing,  bedding,  rope,  etc.  The 
flesh  is  used  as  food;  the  fat  for  lights  and  oil,  the  sinews  for 
thread;  the  bones  and  horns  for  needles,  tools,  etc.  It  draws 
sleds  and  carries  loads.  Every  Lapp  has  a  herd  of  these  ani- 
mals.    Some  have  a  number  of  herds. 


654  the  plan  book. 

Reading  and  Reference. 

Reindeer  Traveling,  Lights  to  Literature,  Fourth  Reader. 
Hiawatha's  Hunting,  Lights  to  Literature,  Third  Reader. 
Hunting  Elk  on  Skees  Youth's  Companion  Sup.  Reader 
No.  11. 

Moose  Calling,  Y.  C.  S.  R.  No.  17. 
Reindeer  for  Alaska,  Y.  C.  S.  R.,  No.  10. 

The  Elk  or  Moose. 

Description. — Belongs  to  deer  family.  Head  large,  narrow, 
about  two  feet  long;  neck,  short  and  thick.  Antlers  flattened, 
displa3dng  a  broad  blade  with  numerous  snags  on  each  horn. 
Body  short,  thick,  compact.  Legs  long  and  stilt  like.  Height, 
when  fully  grown,  about  six  feet;  stands  as  high  as  a  horse, 
weight  about  twelve  hundred  pounds.  Color,  reddish  brown 
in  summer;  grayish  in  winter. 

Habits. — Lives  in  marshy  meadows  and  swampy  forests. 
Feeds  upon  lichens,  leaves  and  branches  of  trees.  Its  flesh 
is  used  for  food.  Runs  with  great  speed.  Is  hunted  when  the 
deep  snows  retard  its  swift  flight.  It  is  hunted  for  its  skin 
as  well  as  flesh. 

Where  Found. — Is  a  native  of  the  northern  parts  of  Eu- 
rope and  America.  The  American  elk  closely  resembles  his 
European  cousin.  The  elk  is  almost  extinct,  but  is  found 
occasionally  in  Maine,  northern  New  York  and  northwestward. 

Bear, 

Materials. — Pictures  and  bear  skin.  Pupils  will  perhaps 
have  seen  tlie  bear  at  the  park  or  the  circus. 

Where  Found. — North  America. 

Varieties. — grizzly,  brown,  black,  polar,  Syrian,  sloth,  cin- 
namon, yellow,  sun  and  silver  bears. 

Description. — Thick,  squarely  built  body;  small  eyes;  short 
tail;  clumsy  limbs;  long,  thick  fur;  sharp  claws,  curved;  five  toes 
on  each  foot.  Under  the  heavy  coat  of  hair  it  lays  on  a  thick 
layer  of  fat  in  the  fall.     Why  ? 


THE   PLAN    BOOK.  655 

Food. — Eats  vegetables,  fruits,  honey,  ants,  roots,  acorns, 
fisli  and  wild  animals  they  can  catch. 

Habits. — Nocturnal.  Hibernates  in  winter.  Can  stand 
and  walk  erect.     Bears  growl  as  a  way  of  defense. 

Use  to  Man. — Gives  a  valuable  skin,  or  fur,  which  is  used 
for  rugs  and  clothing;  flesh  used  for  food;  fat  for  hair  oil;  intes- 
tines used  as  glass. 

READING. 

Hunting  the  Grizzly.     Rand  McNally  Fourth  Reader. 
Baloo.     The  bear  in  Kipling's  Jungle  Book. 

The  Seal. 

Pictures  of  seal,  and  articles  made  of  seal  as  well  as  a  bit 
of  fur.  Pictures  of  the  ringed  or  harp  seal  will  answer  the 
purpose. 

Where  Found. — In  the  sea  about  Greenland  and  Alaska. 
Find  the  place  on  the  map. 

Appearance. — Body  long,  slender;  covered  with  a  thick  coat 
of  stiff  hair  of  a  yellowish  gray  color;  head  small  and  round- 
ing; eyes  small;  ears  not  visible,  being  covered  with  skins  to 
protect  them  from  water;  its  teeth  are  sharp  for  cutting  and 
tearing. 

Food. — Its  food  is  fish  which  it  catches  in  the  water. 

Habits. — The  seal  swims  in  the  water  and  dives.  It  uses 
its  tail  and  two  flippers  to  swim  with.  The  seal  cannot  breathe 
in  the  water,  so  it  keeps  small  air  holes  open  in  the  ice,  through 
which  it  can  breathe.  While  in  the  water  it  drops  an  eye-lid 
of  very  thin  skin  over  its  eyes,  to  protect  them  from  the  water. 

Sometimes  they  lie  on  the  ice  or  rocks  and  sun  themselves. 
The  seal  is  said  to  form  an  '4gloo"  in  the  ice  where  it  can  come 
up  and  breathe  in  safety.  They  must  watch  for  their  enemies, 
the  white  bear  and  man. 

When  they  are  in  danger  they  dive  in  deep  water.  The 
young  seals,  which  are  called  puppies,  are  born  and  kept  in  the 
"igloo,"  where  they  are  safe  from  harm. 

Use. — The  Eskimo  could  not  live  without  the  seal.     It 


656  THE    PLAN    BOOK. 

gives  fur  for  clothing,  flesh  for  food,  oil  for  their  lamps  and 
stoves,  bones  for  tools,-  sinews  for  thread,  and  a  thin  skin  for 
windows,  bags  and  floats  for  harpoons. 

The  skins  which  the  Eskimo  does  not  use  are  sold  to 
traders  and  are  sent  to  England  to  be  dyed  and  made  soft  for 
use. 

Read  in  connection  with  lesson,  "The  White  Seal",  in  Kip- 
ling's Jungle  Book. 

Seal  Islands  of  Alaska,  Youth's  Companion  Sup.  Reader 
No.  10. 

Seal.     Otter. 

HUNTING. 

Havea  talk  in  regard  to  hunting  and  trapping  as  occupations. 

Why  do  men  hunt?  For  food  and  clothing:  for  a  living 
which  they  secure  through  the  sale  of  game  and  fur;  for  sport. 

When  do  men  hunt?  Usually  in  autumn  and  spring,  some 
hunt  during  the  winter  months.  Where  do  hunters  secure 
game?     On  land  and  in  water,  and  air. 

What  birds  are  secured  for  food?  For  \vhat  other  purpose 
are  birds  hunted?  Feathers.  Where  are  the  birds  found  with 
beautiful  feathers?     Hot  countries. 

What  animals  are  hunted  for  food  and  fur?  Where  do  the 
best  furs  come  from?     Cold  countries. 

Which  fur  bearing  animals  are  found  on  land?  In  the 
water? 

How  are  these  skins  of  furs  prepared  for  market?  Which 
are  the  most  valuable?     Least? 

Locate  the  fur-producing  sections  of  North  America.  What 
fur  producing  animals  are  found  in  America?  Which  ones 
not  found  here?     Where  are  these  found? 

What  game  can  you  find  in  the  market  now?  What  game 
can  you  name  at  sight  in  the  market? 

When  are  the  following  kinds  to  be  found  in  the  market: 
Duck,  Turkey,  Geese,  Snipe,  Quail,  Grouse,  Rabbit,  Squirrel 
Deer,  Bear? 


THE   PLAN   BOOK.  "  657 

How  is  this  game  secured?  What  game  is  hunted  on  horse- 
back?    On  foot?     In  boats  or  canoes? 

How  are  hunters  equipped  for  this  work  or  sport?  De- 
scribe a  hunter's  outfit.  How  many  have  ever  seen  a  powder- 
horn?     Hunting  horn?     Game  bag?     Hunting  dogs? 

Describe  an  English  fox  hunt.  Show  illustrations  of 
hunters  on  foot  and  horse-back,  hunting  dogs. 

Read  pupils  a  part  of  the  description  of  a  stag  hunt  in 
"The  Lady  of  the  Lake." 

Fur. 

Material. — Pictures  of  animals  from  which  fur  is  secured. 
Samples  of  fur.  Articles  made  of  fur.  Pieces  taken  from 
trimmings  or  bits  may  be  secured  from  the  furrier. 

Examine  and  compare  as  regards  fineness,  length,  thick- 
ness, value,  color,  etc.  Pull  hairs  from  the  head  and  examine 
with  a  glass.     Root  or  bulb  should  be  noticed. 

Find  out  as  much  as  possible  of  the  animals  w^ich  furnish 
the  fur.  How  they  are  caught.  Habits  and  home.  In  con- 
nection with  the  Eskimo  work  observe  characteristics  of  the 
polar  bear,  walrus,  whale,  and  Eskimo  dogs. 

Source  of  Furs. — Fur  is  a  name  applied  to  the  fine,  hairy 
covering  of  certain  animals.  The  animals  producing  the  finest 
fur  found  are  in  cold  regions.  The  largest  number  come  from 
countries  bordering  on  the  Arctic  Ocean.  The  best  known  fur- 
bearing  animals  are  the  seal,  beaver,  sable,  fox,  mink,  marten, 
otter,  ermine  and  muskrat. 

Preparation  of  Skins. 

After  the  skins  have  been  removed  from  the  animals  and 
before  they  are  cleaned,  they  are  called  pelts.  The  pelts  are 
cleaned  and  dried  and  then  placed  in  tubs,  where  they  are  sub- 
jected to  a  treading  process.  Men  trample  on  them  until  the}^ 
are  soft  and  flexible.  Before  the  pelts  are  trampled  on,  they 
are  greased  with  lard,  which  adds  to  the  softness.  They  are 
next  placed  in  tubs  and  covered  with  saw-dust  and  the  tread- 
ing is  repeated.     This  operation  is  repeated  a  third  time  with 


658 


THE   PLAN   BOOK. 


plaster  of  Paris  or  whiting  laid  between  the  pelts.  The  skins 
are  then  vigorously  beaten,  and  the  hair  combed  until  it  is 
smooth.  Furs  are  frequently  dyed  to  make  them  of  a  richer  color. 


: 


'J 


MONARCH  (JF  THl';  GI,EN. 


fROM  PAINTING  BY    lANDSEER.       lBOi-1873. 


UvSF.s  OF  Fur. 
Fur  forms  the  principal  clothing  of  the  inhabitants  of  very 
cold  regions.  The  Eskimo  and  inhabitants  of  Greenland  and 
Iceland  depend  entirely  upon  fur-bearin.uf  animals  for  the 
warm  clothing  so  necessary  in  the  countries  in  which  they 
live.  In  the  temperate  regions,  furs  are  used  as  ornamental 
additions  to  the  toilet  and  are  very  costXyy— From  McLeod's 
'•^  Talks  About  Co)umon  Tilings!''' 


February 


THE  PLAN  BOOK 


FOR 


INTERMEDIATE   GRADES 


BY 
NIARIAN    NI.    QEORQE> 


PRICE,   TWENTY-FIVE  CENTS. 
Per  set,  September  to  June  $2.2^. 


:* 


CHICAGO: 


*.  A.  Fi,ANAGAN  Co.,  Publishers. 


COPYRIGHT   1^00 

A.  FLANAGAN. 


THE  RED,  WHITE,  AND  BLUE 


LYDiA  A\t=;ry  Coon  ley 


Frank  H.  Atkinsok,  Jr 


I    The  Red,  White,and  Blue  floats  be-fore     us,  The  flag    of  the  brave  and  t-e 
2.  In     lands  far    a- way  when  we're  rov  -  ing,  And  flag   of  our  Ln-ion   we 


i 


A — 


Its  stars  and      its      stripes    wav  -  ing  o'er        us.      Are 
Our  hearts  to    their  deep-est   thrill  n-ov  -  ing,      ba- 


T 


fall 


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ing,     And    gild  -  ing    the    col  -    ors 

d       ^ ^^ 


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new, 


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From  "Songs  in  Season' 


Copyright,  I809,  by  A.  Flanagan 


THE  RED,  WHITE,  ETC.— Concluded 


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stars  and  the  stripes  they  are  calling,  Three  cheers  for  the  Red,  White.and  Blue. 


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WASHINGTON  SONG 

Lydia  Avery  Cooni<ey  Frank  H.  Atkinson,  Jr. 


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1.  O  Wash -ing- ton!     O  Wash-ing-ton!  Thy  name    is      ev  -    er    dear;  To 

2.  And  we   will  try      to  learn  thy  ways,  To  do    what  thou  did'st  do;  In 

3.  O  Wash- iug-ton!     (O  Wash-ing-ton!  Our  tho'ts  to    thee    are    sent;         Our 


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sing of  thee,  to  tell  of  thee,  We  all  are  gath  ered  here, 
work  and  play  on  ev  -  'ry  day,  To  be  as  good  and  true, 
love    shall  be      our       gift       to  thee,  Thou    dear,  first    pres  -  i    -    dent. 


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Copyright,  1899,  by  A.  Flanagan 


Prom  "Songs  in  Season" 


OUR  FLAG. 


Alia  ma.'da 


1.  Hur    -    rah....    for  our  flag!  Our    beau      -      ti-ful    flag!  Our 

2.  Hur    -    rah for  its   stripes,  Its     thir    -    teen  gay  stripes,  And  the 

3.  "Give...    us  our  rights,    Our  co  -  lo     -      -     ni-al    rights,      Nor 

4.  Oh,  our  hearts  swell  with  pride,  With  the   pa       -        tri-ots' pride, When  our 


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The 

To    Old 
With  its 


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States, 
tax 
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ry,      and     al   -  so     our    boast; 
those  stripes  rep  -  re  -  sent! 
us      with -out    our    con  -  sent;" 
sign      ap  -  pears    to      our    view, 


k9-^ 


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col     -      -    ors    so  true,  The    red.  white,  and 

col     -     -      o  -  nies  strong.  That  brooked  not        a 

Eng     -      land  they  said,  Nor   were  they       a 

won      -       der-ful  bars,  And     sil       -  ver    -    y 


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From  "Songs  of  the  Year,"  by  per.  of  publishers,  Maynard,  ".Jerrill  &  Co. 


OUR  FLAG- -Concluded. 


i^ 


Refrain.  , 


■^ 


mar    -    shaled 
jus      -      tice 


man    -  y      a  host, 

bore  with  con  -  tent, 

fij^ht        when  they  found  war  was    meant, 

sprink   -     ling     the  dark  field  of        blue. 


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Hur-rah!  hur- 


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rah       for  each  stripe!     Each    red. . .  .and  vvhitestripe!  And  hur-rah     for  the 


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with   its    for    -    ty-five  stars 

J N^  J  N      I         N     I 


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mount  -  ing  the  bars,    Each     star      for    a  Stale   ev  -  er      true. 


-0_-^_^--— 4-— N-! i— ^4 ■■■,■■■     I ^ 


-<5y-T- 


#  .  # 


LIBERTY'S  BANNER. 


G.  Verdi. 
Anvil  Chorus,  "  II  Trovatore." 


^-^ ^— *r 

1.  See    the  proud  ban  -  ner   of    Lib  -  er  -  ty  stream-ing,    Its  bright,  star- ry 

2.  Bright  star- ry    ban-  ner!  thy  fame  we  will  cher- ish,  And  shield  thee,  and 

• . = f^ • f: •- 


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folds    o'er 
save    thee. 

us 
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loud  trump -et 
our  ea  -    gles 

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are 

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war  - 
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notes  re  -  peat  -  ing,  The  roll 
-   ing    a  -  bove  thee,  Co-lum  - 

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of  the  drums  where  brave  ar    - 
bia,  for  -  ev    -    er    we  bless 

*     *   - 

mies    are 
thee    and 

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meet  inglbrave   armies  meet-ing,       are  meet-ing! 
love  thee!  bless  thee  and  love  thee,     and  love  thee! 


m^^ 


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On,     on      to    glo  -  ry's 
On,     on      to    vie  -  to- 


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field,  our  proud  flag  o'er    us    wav  -  ing!   March -ing      to    con-quest,  ev  -   ry 
ry!   our  coun  -  try  now  and    ev    -    er,       Pal  -  sied  the   trai  -  tor  hand  our 


^^^ 


E 


From  "  Songs  of  the  Year,"  by  permission  of  publishers,  Maynard,  Merrill  &  Co. 


i 


LIBERTY'S  BANNER— Concluded. 


:i=z4- 


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'f-^f-^-n-^-Jf=0=W- 


dan  -  ger    no  -  bly  brav  -  ing.  March,  march,  march  on       to      vie   -to    -    ry! 
Un  -  ion  that  would  sev -er;    Hail,     hail,    hail!     land     of     Lib-  er   -    ty! 


9T^: 


^_:^iZ^:^^J:^=^-,_^_^ 


f-^- 


BOYS. 


ry! 
ty! 


9SS= 


March  on!  March  on  then!  March  on  !  March  on  then!  March  on  to  vie  -  to 
Hail!  no-ble  land,  hail!  Hail!  noble  land, hail!  Hail  Hand  of  Lib-er 


INVOCATION. 


S.  Brov^tne. 


FEI,IX   MENDEr.SSOHN-BARTHOI.DY, 

Arr.  by  Mary  SpEncer  Conrade. 


fe± 


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I    -^  -a-  I        ^-^     ^^     -*■-#■ 


1.  Come,  gracious  Spirit,  heav'nly      Dove,Witli  light  and  comfort  froma-bove; 

2.  To    us  the  light  of  truth  dis  -  play,  And  make  us  know  and  choose  Thy  way; 

3.  Lead    us  to   ho    -    li  -  ness,  the      road  That  we  must  take  to  dwell  with  God; 

4.  Lead  us  to  God,    our  fi  -    nal       rest,      To  be  with  Him  for-ev   -  er     blest; 


75^    ■#  -1^ 

Be  Thou  our  Guardian, Thou  our  Guide!  O'^  ev'ry  tho't  and  step    pre  -  side. 

Plant  holy  fear  in   ev  -  'ry  heart,  That  we  from  God  may  ne'er  de  -  part. 

Lead  us  to  Christ, the  liv  -  ing  way.      Nor  let  us  from  His  pre-eepts     stray. 

Lead  us  to  heav'n,  its  bliss  to  share,    Ful  ness  of  joy  for  -  ev   -    er      there. 


♦J;. 


.^i_!_^. 

P^-- 


hG- 


X 


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i 


GOOD  ADVICE. 


Moderato. 


F.  Mendelssohn-Bartholdy. 


With  what-so  -  e'er  is  sent  tbee,  Con -tent  thee;  Re  -  pine  not: 
Joy '11  drv  the  tears  of  sor  -  row,  To  -  nior  -  row;  Re  calm  then: 
In       all   things  right  and    need  -  ful,    Be    heed-    ful;    Un  -  daunt  -  ed: 


i 


e^ 


-3: — »- 


bU— i- 


-j* 


Cres. 


J^ 


m 


The  days  are  few  The  long  year  thro"  When  from  the  blue,  Suns 
The  eyes  of  love  Beam  from  a  -  bove.  God  s  peace  ful  love  Brings 
Tho'       bat   -   ties  shock,  Tho'     tri    -    als     flock,  On     faith's  firm   rock   Be 


^i_^ . r^q     ,                              --^                     ,         ,    -1 

tJ         '   -4-     -^.        "                                            V       "•"      "**      "*"•       -0-        '         ' 

When    from . . 
God's    peace 
On         faith's. 

-5»- 


the    blue,        Suns       shine  not. 

ful     love        Brings       balm  then, 

firm   rock  Be  plant      -        ed. 


/ 


-<«- 


iR 


■^fg- 


I 


shine  not.  When     from  the    blue,         Suns        shine  not. 

balm  then,  God's      peaceful     love         Brings       balm  then, 

plant  -  ed,  On        faith's  firm  rock        Be  plant      -        ed. 


m 


3= 


g? 


From  Educational  Music  Cod. '"''•.  First  Reader.    Ginn&Co.,  Pub. 


W^sr 


^^ 


FSLIX    MENDEI.SSOHN. 


(669) 


670  THE  PLAN   BOOK. 


**ri»r;*7*r»;V<':-^^ 


MUSIC. 


February's  Famous  Musician,  Mendelssohn. 

The  Orchestra. 

The  God  of  Music  and  the  Lyre. 

The  Muses. 

felix  mendelssohn. 

Born  February  3,  1809;  Died  1847. 

Ninety-one  years  ago  there  came  into  a  beautiful  home  in 
Germany  a  little  Jewish  boy,  whose  life  makes  such  a  perfect 
story  that  we  might  almost  think  the  fairies  watched  over  and 
directed  it. 

This  little  child  was  so  sunny  tempered  and  happy  that 
his  parents  named  him  Felix,  which  means  "happy."  There 
was  also  a  little  sister,  Fannie,  who  was  three  years  older  than 
Felix,  and  the  two  children  were  inseparable  companions  from 
childhood  during  the  greater  part  of  their  lives. 

The  father  was  a  wealthy  banker,  and  the  mother  a  tal- 
ented and  accomplished  lad3^  This  home  was  very  dififerent 
from  that  of  Beethoven  and  Mozart,  and  these  children  knew 
nothing  of  want,  of  care  and  trouble. 

Felix  had  the  advantages  of  refinement  and  culture  as  well 
as  the  best  musical  training  that  could  be  procured.  When 
Felix  was  three  and  Fanny  seven,  the  mother  began  to  give 
them  short  music  lessons.  As  the}-  grew  older,  these  lessons 
were  lengthened,  and  the  children  obliged  to  work  very  hard. 

They  were  required  to  be  at  work  at  five  o'clock  every  day, 
except  Sundays.  The}'  had  lessons  in  harmony  (what  does 
that  mean?)  and  composition  under  a  famous  musician,  and 
violin  lessons,  piano  lessons,  lessons  in  drawing,  besides  the 
course  of  regular  common  studies. 


THE   PLAN   BOOK.  671 

What  would  our  boys  and  girls  think  of  such  a  course  of 
study  and  so  many  hours'  work?  Obedience  and  industry 
were  the  strict  rules  of  this  home,  and,  though  the  father  was 
severe,  he  was  also  gentle  and  kind.  The  results  of  this  train- 
ing Felix  showed  in  his  education  very  early. 

At  eleven  he  could  speak  French  and  English,  read  Greek 
and  write  in  Italian.  He  was  such  a  musician  that  he  per- 
formed at  public  concerts  and  acted  as  the  leader  or  conductor 
in  an  orchestra  composed  of  friends. 

Sundays  were  the  days  most  enjoyed  by  the  children,  for 
there  were  no  lessons  then,  and  on  Sunday  afternoon  there 
were  always  concerts  in  the  big  dining-room  with  friends  and 
guests,  many  of  whom  were  famous.  At  these  concerts  Felix 
acted  as  conductor,  Fanny  sat  at  the  piano,  the  younger  sister, 
Rebecca,  sang,  and  Paul  played  the  violincello. 

From  childhood  he  showed  a  passion  and  gift  for  conduc- 
torship,  and  would  gather  about  him  other  children  who  were 
fond  of  music,  and  teach  them  how  to  sing.  Many  charming 
pictures  have  been  given  of  this  boy  conductor  wearing  his 
childish  costume — the  round  jacket  and  deep  collar,  standing 
on  a  raised  platform,  baton  in  hand,  solemnly  and  most  cor- 
rectly directing  the  players. 

His  sister  Fanny  was  his  special  favorite,  and  was  almost 
as  talented  as  he.  She  helped  him  much  by  her  sympathy 
and  encouragement.  She  knew  the  songs  he  composed  by 
heart  before  he  wrote  out  a  note. 

Whenever  he  wanted  to  describe  to  his  sister  anything  he 
had  seen  in  his  travels  he  would  sit  down  to  the  piano  and  play 
to  her,  instead  of  talking.  If  he  had  spent  a  day  in  the  woods 
he  would  reproduce  for  her  the  hum  of  the  insects,  the  song  of 
the  bird,  or  the  patter  of  the  raindrops  in  a  shower. 

If  it  was  a  sea  voyage,  he  described  the  roar  of  the  billows, 
and  the  flapping  of  the  sails. 

Felix  wrote  a  number  of  pieces  of  music,  which  he  called 
"Songs  Without  Words,"  but  they  tell  so  well  what  he  was 
thinking  of  when  he  composed  them  that  we  catch  their  mean- 


672  THE   PLAN    BOOK. 

ing  quite  clearly.  In  the  ''Spring  Song,"  he  makes  us  see  the 
flowers  springing  from  the  earth,  we  hear  the  breezes  playing 
through  the  tree  tops,  and  the  song  of  the  bird. 

He  began  to  compose  at  the  age  of  eleven,  and  for  a  time 
after  made  a  rule  to  compose  a  piece  of  music  ever}^  da3^  In 
this  he  was  encouraged  by  his  teachers  and  parents.  His 
home  life  was  full  of  inspiration  and  his  sister  very  proud  of  her 
talented  brother.  The  father  gave  many  musical  parties,  which 
attracted  the  leading  musicians  and  many  famous  people. 

This  close  application  to  music  and  other  studies  continued 
for  years.  At  fifteen  he  composed  music  which  was  acknow- 
ledged the  finished  work  of  an  artist,  and  from  this  time  on 
he  was  a  leader  in  musical  circles. 

When  Felix  was  seventeen  his  father  purchased  a  mansion, 
containing  many  rooms,  among  which  .vas  a  spacious  hall,  for 
the  accommodation  of  the  guests  who  atieuded  their  Sunday 
concerts.  The  children  were  delighted  with  the  beautiful 
new  home,  with  its  surrounding  park. 

Here  in  the  hall  or  in  their  mother's  rooms  they  liked  to 
act  their  home  plays  and  render  the  little  operas  which  Felix 
produced.  They  had  also  a  home  literary  journal.  It  was 
called  in  the  summer  "The  Garden  Times"  and  in  the  winter 
"The  Snow  and  Tea  Times". 

Everyone  who  visited  the  home  was  invited  to  write  down 
thoughts  upon  any  subject  that  presented  itself  while  one 
wandered  through  the  rooms  or  grounds  or  listened  to  the 
music  he  heard  there.  Pens,  ink  and  paper  were  placed  in 
one  of  the  summer  houses  for  this  purpose. 

About  this  time  Felix  and  his  brother  and  sisters  read 
Shakespeare  and  became  so  impressed  with  the  poetry  that 
they  could  think  and  talk  of  nothing  else. 

Especially  were  they  delighted  with  the  Midsummer  Night's 
Dream.  Thc}^  put  down  in  this  summer  journal  their  thoughts 
of  the  fairie  vision  of  Shakespeare,  and  this  it  was  that  led  to 
the  composition  of  the  wonderful  Overture,  and  later  the  play 
called  a  Midsummer  Night's  Dream,  which  made  him  famous. 


THE  PLAN   BOOK.  673 

This  was  first  played  as  a  duet  by  Felix  and  his  sister 
Fanny.  It  was  meant  to  represent  Shakespeare's  Fairy  Play 
in  music.  In  it  he  has  brought  to  us  the  hum  of  the  insects 
and  the  fantastic  sprites  which  inhabit  the  wood.  Did  you 
ever  hear  the  songs  of  Pease  Blossom  and  Mustard  and  other 
songs  in  this  Overture? 

When  it  was  finished,  Felix,  assisted  by  his  orchestra  of 
friends,  played  it  in  the  garden  house  to  an  audience  of  guests 
and  friends.  It  took  the  public  by  storm  and  has  remained  a 
favorite  to  this  day. 

Felix  spent  a  number  of  years  in  i:ravel  and  giving  concerts, 
and  while  on  these  journeys  made  many  friends  among  the 
men  famous  in  musical,  literary  and  artistic  circles.  During 
his  absence  his  sister  Fanny  married.  Several  years  later  he 
returned  home  and  brought  a  beautiful  young  wife  to  the  dear 
garden  house  at  Berlin. 

Part  of  the  time  he  lived  and  worked  in  Leipsic,  trying  to 
establish  a  Conservatory  of  Music.  It  was  at  this  time  that  he 
wrote  his  most  famous  oratorio,  "Elijah."  Many  compositions 
followed  this,  and  his  life  continued  happy  and  successful  as  it 
had  ever  been. 

Felix  Mendelssohn's  life  was  a  short  one,  but  into  these 
thirty-eight  years  was  crowded  more  work  and  joy  than  many 
who  live  to  old  age. 

His  sister  died  very  suddenly  while  sitting  at  her  beloved 
piano,  and  the  shock  of  her  death  was  so  great  that  Felix  never 
recovered  from  it. 

He  followed  her,  within  a  few  months,  beloved,  honored  and 
mourned  by  all  Burope.  Memorial  concerts  were  held  in  many 
cities,  and  to  this  day  Mendelssohn  is  the  most  dearly  loved  of 
%\\  musicians  by  many  people. 

THE  ORCHESTRA. 

I  wonder  how  many  of  you  know  what  the  word  orchestra 
"jieans,  and  the  difference  between  an  orchestra  and  a  hand,    A 


674  THE   PLAN   BOOK. 

band  is  composed  of  wind  instruments,  and  the  members  of  the 
band,  stand  while  they  pla3\ 

An  orchestra  has  both  wind  and  stringed  instruments,  and 
orchestras  sit  while  they  play,  unless  the  weight  of  their  in- 
struments compels  them  to  stand. 

When  you  attend  a  concert  and  see  the  systematically  « 
arranged  rows  of  musicians,  and  listen  to  their  rendering  of 
some  overture,  symphony  or  concerto,  you  ma}-  remember  that 
much  of  the  knowledge  or  science  of  this  arrangement  was  due 
to  Mendelssohn,  who  became  foremost  as  a  conductor  of  the 
orchestra. 

Do  you  know  what  it  means  to  be  the  conductor  of  an 
orchestra?  The  conductor  must  study  the  score,  which  means 
the  music  and  words  together;  he  must  correct  all  the  parts, 
often  rearrange  them,  see  that  they  are  perfectly  marked,  and 
take  the  responsibility  of  the  interpretation  given  the  work 
which  his  orchestra  performs. 

This  Felix  Mendelssohn  did  to  perfection.  If  some  of  the 
musicians  lost  their  music,  Mendelssohn  would  write  it  out 
f<;jr  them  from  memory. 

PICTURES   IN   MUSIC. 

Many  people  believe  that  we  can  find  the  picture  of  a  com- 
poser in  his  music;  that  his  true  self  always  appears  in  his 
compositions.  This  seems  to  be  true  of  Mendelssohn,  at  any 
rate. 

His  life  was  full  of  the  joy  of  life  and  of  sunshine.  He 
loved  bright  things,  and,  though  his  music  was  often  serious, 
it  does  not  make  us  gloomy  or  sad.  The  Spring  Song  is  a 
perfect  picture  of  the  radiant  spirit  of  Mendelssohn — all  light 
and  joy. 

Of  this  composition,  a  great  writer  has  said:  ''It  is  sunshine 
made  audible;  it  embodies  the  glow  and  gladness  of  a  day  in 
the  full  flush  of  the  blossoming  3'ear;  it  is  the  apex  of  Spring, 
where  she  hands  over  her  perfected  product  of  blossoms  to  the 
burning  hand  of  summer;  it  is  light,  fragrance,  breeze,  bird 


THE   PLAN    BOOK.  675 

and  joyous  humanity  all  enchained  in  the  ringing  of  a  piano- 
forte.'' 

Mr.  Wilbur  M.  Derthick,  in  "Music  and  Childhood,"  says 
of  this  Spring  Song  and  the  poem,  May  Morning,  by  Keats: 
'While  one  pupil  plays  the  song  very  softly,  another  may 
read  the  following  poem.  It  is  one  of  the  most  perfect  and 
beautiful  adaptations  of  poetry  to  music  imaginable.  The  poem 
begins  and  ends  with  the  first  and  last  notes  of  the  song,  and 
the"  rhythmic  movement  of  voice  and  piano  accord  perfectly. 
The  numerals  in  the  text  indicate  the  measures  where  vari- 
ous words  should  come  in,  and  a  little  practice  will  make  the 
performance  a  most  charming  one." 

I  stood  tip-toe  (2)  upon  a  little  hill  (4); 

The  air  was  cooling,  and  so  very  still  (8), 

That  the  sweet  buds  which  with  a  modest  pride  (12) 

Lolled  droopingiy  in  slanting  curves  aside; 

Their  scantly  leav'd  and  finely  tapering  stems 

Had  not  yet  lost  those  starry  diadems 

Caught  from  the  early  sobbings  of  the  morn  (19). 

The  clouds  were  pure  (20)  and  white  as  flocks  new  shorn, 

And  fresh  from  the  clear  running  brook 
Sweetly  they  slept  on  the  blue  fields  of  Heaven, 

And  then  there  crept  (28) 
A  little  noiseless  noise  among  the  leaves, 
Born  of  the  very  sigh  that  silence  heaves; 
For  not  the  faintest  motion  could  be  seen 
Of  all  the  shades  that  slanted  o'er  the  green  (39). 

I  gazed  (40)  awhile,  and  felt  as  light  and  free  ; 

As  though  the  fanning  wings  of  Mercury  (35) 

Had  played  upon  my  heels. 
I  was  light-hearted, 
And  many  pleasures  to  my  vision  started  (37). 

(Suspend  reading  to  50.) 

Open  afresh  (50)  your  round  of  starry  folds, 

Ye  ardent  marigolds  (54)! 

Dry  up  the  moisture  (55)  from  your  golden  lids, 


%.  i6  THE    PLAN    BOOK. 

For  g^eat  Apollo  bids 

That  in  these  days  your  praises  shall  be  sung 
On  many  harps  which  he  has  latel)'  strung, 
And  when  again  your  dewiness  he  kisses, 
Tell  him  I  hold  j'ou  in  my  world  of  blisses. 
So  haply,  when  I  rove  in  some  far  vale, 
His  mighty  voice  may  sound  upon  the  gale. 

Here  are  sweet  peas  on  tip-toe  for  a  flight, 

With  wings  of  gentle  flush  o'er  delicate  white. 

And  taper  fingers  catching  at  all  things 

To  bind  them  all  about  with  tiny  rings. 

Were  I  in  such  a  place  I  sure  should  pray 

That  naught  less  sweet  might  call  my  thoughts  away 

Than  the  soft  rustle  of  a  maiden's  gown 

Fanning  (87)  away  the  dandelion's  down  (89). 

— From  Keats'  Spring  Mortiitig. 

Question  pupils  as^  to  the  meaning  of  certain  expressions 
used  in  the  poem.  Who  was  Apollo?  (The  God  of  Music.) 
Who  was  Mercury?     What  is  the  harp  referred  to  here? 

THE  STORY. 

Mercury  is  the  God  of  Commerce.  He  flies  swifter  than 
the  wings  of  the  wind,  and  wears  a  cloak  which  makes  him 
invisible.  He  is  sometimes  represented  as  standing  upon  a 
tongue,  for  he  gave  to  man  the  gift  of  speech.  You  will  be 
able  to  recognize  statues  and  pictures  of  Mercury  by  his 
winged  cap,  sandals  and  caduceus.  His  caduceus  represents 
the  gift  of  language.  It  was  given  to  him  by  his  brother, 
Apollo. 

One  day,  as  Mercury  was  walking  along  a  river  bank,  he 
happened  to  hit  a  tortoise  shell,  and  noticed  that  it  gave  forth 
musical  sound.  Mercury  at  once  took  it,  and  made  it  into  a 
musical  instrument  called  the  lyre.  He  made  holes  in  the 
shell  and  drew  cords  through  them.  The  cords  were  nine  in 
honor  of  the  nine  muses.  Who  are  the  Muses?  Read  Lowell's 
poem,  "The  finding  of  the  Lyre." 


THE   PLAN    BOOK.  677 

THE  MUSES. 

The  Muses  were  the  daughters  of  Memory,  and  were  said 
to  dwell  on  Parnassus,  a  beautiful  mountain  in  Greece.  There 
were  nine  of  these  maidens,  and  each  presided  over  some  de- 
partment in  music,  poetry,  art  or  science. 

They  were  supposed  to  prompt  the  memory  and  give  in- 
spiration, and  all  poets  and  musicians  are  said  to  ask  Apollo 
and  the  Muses  for  aid. 

Apollo  instructs  the  Muses  in  the  arts  of  poetry  and 
music,  and  then  they  unite  in  a  dance.  Apollo,  you  remem- 
ber, was  the  god  of  music  and  poetry  as  well  as  the  sun,  and 
was  also  their  ideal  of  physical  perfection.  (See  picture  of  the 
Muses  and  Apollo.) 

Calliope  was  the  muse  of  epic  poetry,  and  to  her  the  poets 
prayed  when  they  wrote  or  sang  of  war  and  heroes.  Euterpe 
of  lyric  poetry;  Melpomene  of  tragedy;  Thalia  of  comedy; 
Erato  of  love  poetry;  Polyhymnia  of  sacred  poetry;  Terpsi- 
chore of  choral  dance  and  song;  Clio  of  history  and  Urania  of 
astronomy  of  song. 

Terpsichore  is  the  youngest  and  gayest  of  the  muses  and 
loves  to  dance.  She  is  usually  accompanied  by  Euterpe  with 
her  golden  lyre,  and  Erato,  who  presides  over  songs  of  love. 
Try  to  find  these  figures  in  the  pictures. 


OUR  FLAG. 


God  bless  the  flag!     Let  it  float  and  fill 

The  sky  with  its  beauty;  our  heart-strings  thrill 

To  the  low,  sweet  chant  of  its  wind-swept  bars. 

And  the  chorus  of  all  its  clustered  stars. 

Embrace  it,  O  mothers,  and  heroes  shall  grow 

While  its  colors  blush  warm  on  your  bosoms  of  snow! 

Defend  it,  O  fathers,  there's  no  sweeter  death 

Than  to  float  its  fair  folds  with  a  soldier's  last  breath! 

And  love  it,  O  children,  be  true  to  the  sires 

Who  wove  it  in  pain  by  the  old  camp-fires. 

— Samuel  L.  Simpson. 


078 


THE   PLAN    BOOK. 


THE   PLAN   BOOK.  679 

I  PICTURES.  I 

*  » 

'i{^'$  $  1^  Tif  ^  ijr 'iif  i^  ii;  ijf  $  ^f  ijf  jtr  7^  jjf  ((  {)l  <(  1(f  $  lit  i^ -^  i^  i^  i«f  i^  iir  ji(  i$(  ii(  ^  ii(  ^  ^  ^ 

A  Famous  Artist,  Landseer. 

Picture  Talks. 

The  Fair  and  Dog  Show. 

a  picture  study — THE  singing  lesson. 

We  have  been  interested  in  little  Felix  Mendelssohn  as  an 
orchestra  leader  and  now  we  are  ready  for  the  picture  study 
**The  Music  Lesson." 

Place  the  picture  before  the  pupils,  concealing  the  name, 
and  ask  pupils  to  name  the  picture.  Let  them  give  their 
reasons  for  the  names  selected.  Is  this  a  picture  with  a  "story 
to  it"  as  most  of  Landseer's  are?  What  are  the  most  promi- 
nent figures  or  objects  in  the  picture?  What  are  they  doing? 
What  makes  you  think  they  are  playing  school?  What  les- 
son are  they  having  now?  Describe  the  teacher.  How  old  is 
he?  Why  does  he  have  one  hand  upraised?  What  is  he  doing 
with  the  other  hand?  Why  does  he  point  at  the  little  girl  on 
the  log?  Describe  the  pupils  of  this  class.  Give  their,  ages. 
What  are  they  doing?  Are  all  of  them  singing?  Does  the 
baby  seem  to  like  the  singing  lesson?  Does  this  smallest 
pupil  look  as  serious  as  the  others?  To  which  child  is  the 
teacher  pointing?  To  what  fault  do  you  think  he  wishes  to 
call  attention? 

Where  does  the  little  pupil  in  the  middle  of  the  group 
seem  to  be  looking?  Does  your  music  teacher  like  to  have  you 
look  at  the  floor  when  you  sing?     Why  not? 

Does  your  music  teacher  beat  time  as  this  teacher  does? 
Does  this  music  teacher  insist  on  the  pupils  singing  in  a 
round  full  voice  with  mouths  well  opened  as  your  teacher 
does? 


tANDSfiSR. 


(680) 


THE   PLAN    BOOK.  68l 

Notice  the  position  of  the  pupils'  heads.  Notice  the  hands; 
the  feet.  Which  pupil  has  tlie  best  position?  What  is  the 
correct  position  in  singing?  Do  you  think  they  are  singing 
by  ear  or  by  note?  Could  the  smallest  pupil  sing  by  note? 
Could  the  pupil  who  was  not  watching  the  leader  keep  good 
time?  How  is  he  helping  the  pupils?  Is  he  a  good  leader? 
What  song  do  you  think  they  are  singing?  Might  it  be 
"America?"  Why  or  why  not?  Is  the  earnest,  serious  ex- 
pression on  their  faces  any  indication  of  the  kind  or  character 
of  the  song?  Are  they  singing  with  enthusiasm?  Would 
"America"  be  sung  in  this  way?  Notice  the  faces  of  the  pupils 
or  of  an  auJience  when  next  you  hear  this  song  sung. 

Is  this  lesson  given  in  the  school  room?  Describe  the  sur- 
roundings. Notice  the  window  in  the  side  of  the  house.  Do 
we  often  see  such  windows  as  this  in  our  homes?  Do  you 
think  the  teacher  and  pupils  are  Americans? 

SIR  EDWIN  LANDSEER,  THE  PAINTER  OF  ANIMALS. 
Born  March  7,  1802;  Died  1873. 

This  is  the  story  of  a  London  boy  who  loved  animals,  and 
painted  dogs  as  no  other  artist  has  ever  done. 

He  was  the  youngest  son  of  a  distinguished  engraver. 
Do  you  know  what  the  v/ork  of  an  engraver  is?  He  also  wrote 
articles  about  pictures,  and  was  what  we  call  an  art  critic. 

Little  Kdwin  begged  his  mother  to  draw  pictures  for  him 
as  soon  as  he  was  able  to  talk,  and  then  tried  to  copy  them. 
But  after  a  time  he  tired  of  copying  pictures,  and  wished  his 
father  to  teach  him  how  to  draw.  The  father  was  pleased  at 
this  interest  and  tried  to  help  him. 

He  did  not  give  him  pictures  to  copy.  The  field  was  his 
studio. 

He  took  Edwin  out  of  doors,  and  told  him  to  draw  what  he 
saw,  without  any  help,  and  to  observe  very  carefully,  as  his 
eye  was  a  better  teacher  than  any  other.  So  Edwin  and  his 
brother  were  taught  to  draw  before  they  knew  their  letters. 
When  seated  at  the  breakfast  table  the  father  would  ask,  "Well, 


THE   PLAN   BOOK.  683 

boys,  wliat  sliall  we  draw  to-day?  The  boys  would  vote  on  it, 
setting  forth  arguments  in  favor  of  the  subject  desired. 

When  the  children  returned  from  their  daily  excursions 
with  the  father,  each  child  took  back  to  the  mother  or  sisters  a 
picture  of  something  he  had  seen. 

At  five  years  of  age  Bdwin  could  sketch  a  dog  as  it  lay  on 
the  floor,  as  well  as  most  grown  up  people.  He  liked  better 
than  anything  else  to  watch  the  dogs  at  play  with  the  children. 
Edwin's  father  had  several  of  these,  and  the  children  often 
borrowed  others. 

One  morning-:  when  Bdwin  was  strolling  about  he  saw  a 
beautiful  St.  Bernard  dog.  He  wished  to  sketch  the  splendid 
fellow,  so  he  followed  him  home.  He  was  given  permission  to 
make  the  picture,  and  the  sketch  that  he  made  is  said  to  be 
one  of  the  finest  representations  of  a  dog  ever  made.  One  of 
his  teachers  called  him  his  little  dog  boy. 

All  of  Edwin's  work  was  preserved  by  the  father,  who  took 
a  deep  interest  in  his  education.  He  criticised  his  drawings 
and  saw  that  the  lad  corrected  his  mistakes.  None  of  his 
work  was  copied.  It  was  all  his  own.  He  began  to  make 
pictures  with  oil  paints  as  well  as  his  pencil  and  pen  and  ink 
sketches,  and  everyone  was  delighted  with  his  progress. 

Edwin's  father  often  took  him  with  his  brothers  to  the 
Zoological  Garden  to  see  the  animals,  and  while  there  they 
drew  horses,  donkeys,  sheep,  lions  and  tigers.  He  drew 
pictures  of  pointers,  mastiffs,  spaniels  and  bull-dogs,  and  gave 
to  each  the  right  expression.  It  has  been  said  that  Edwin 
Landseer  really  discovered  the  dog.  He  found  by  studying, 
working  and  playing  with  them,  that  dogs  of  one  breed  may 
be  very  different  in  temper  and  disposition.  He  found  too  that 
dogs  have  character  and  personality.  He  put  soul  and  life 
into  them. 

When  eight  years  of  age  he  engraved  a  plate  of  etchings, 
and  did  it  remarkably  well.  An  etching  is  an  impression  on 
paper  of  a  picture  which  has  been  etched  or  cut  on  a  plate  of 
steel  or  copper. 


SH015ING   THE,  HORSi, — LANDS£;eR. 


(6a>) 


THE   PLAN    BOOK.  685 

At  tlie  age  of  tliirteen  he  liad  the  famous  English  painter, 
Benjamin  Haydon,  for  a  teacher.  At  fourteen  he  entered  the 
Royal  Academy  Schools.  Here  great  artists  studied  and 
brought  their  designs,  paintings  and  sculptures.  Here  he  met 
many  famous  artists  and  made  friends. 

When  eighteen  he  painted  a  picture  called  "The  Dogs  of 
St.  Gothafd  Discovering  a  Traveler  in  the  Snow."  The  St. 
Gothard  mountains  are  a  part  of  the  Alps,  and  fearful  snow 
storms  often  occur  among  them.  It  was  very  dif&cult  to  travel 
over  these  mountains,  and  the  year  Landseer  painted  this 
picture  people  began  to  build  over  them. 

Landseer's  picture  created  a  great  sensation  and  Bdwin's 
father  was  so  pleased  that  he  engraved  it  for  his  son.  People 
bought  so  many  copies  that  Landseer  became  known  every- 
where. 

Bdwin  was  now  about  twenty.  He  was  strong,  active  and 
healthy.  He  had  made  a  name  for  himself,  and  was  beginning 
to  make  money.  He  gave  no  thought  to  selling  his  pictures, 
for  his  father  and  brothers  did  that  for  him. 

Poor  people  who  owned  dogs  or  other  pets  that  they  prized 
very  highly,  were  interested  in  these  animal  pictures.  They 
could  not  afford  to  buy  a  painting  but  they  could  spare  a  few 
shillings  for  an  engraving.  So  John  Landseer  began  to  repro- 
duce the  pictures  of  his  son's  dogs. 

Every  one  bought  these  pictures,  and  so  the  brother  ceased 
to  sketch  and  devoted  his  time  also  to  etching  and  engraving 
his  brother's  work. 

By  and  by  rich  people  came  and  wanted  Edwin  to  paint 
portraits  of  their  dogs.  Edwin  opened  a  studio  where  the 
principal  sitters  were  dogs. 

He  loved  horses  as  well  as  dogs,  but  had  not  had  so  good 
an  opportunity  to  study  them.  Now  he  began  to  paint  them 
too.  In  many  homes  today  you  will  find  a  copy  of  one  of  his 
pictures  called  "Shoeing,"  where  stands  the  sleek  bay  mare, 
the  sober  donkey  and  the  dog. 

Rich  ladies  liked  to  have  him  paint  their  own  portraits 


586  THE  PLAN   BOOK. 

with  a  favorite  dog  at  their  feet,  and  men  wished  to  be  painted 
with  their  horses. 

The  Queen  of  England  herself  came  to  his  studio  to  get 
Landseer  to  paint  a  portrait  of  herself  on  horseback,  and  of 
her  husband,  Prince  Albert,  as  well. 

He  was  the  first  artist  to  be  received  by  the  queen  as  a 
friend.  He  was  invited  to  her  palace  many  times  and  received 
numerous  beautiful  gifts  as  tokens  of  her  friendship.  He 
painted  over  a  hundred  pictures  for  the  queen,  and  members 
of  the  royal  famil3^  In  1850,  the  queen  knighted  him,  and 
from  that  time  on  he  was  known  as  Sir  Edwin  Landseer. 

Do  you  know  what  a  knight  is?  Do  you  remember  Sir 
Galahad  and  Sir  Eaunfal?  It  is  not  necessary  nowadays  for  a 
man  to  be  a  great  soldier,  do  heroic  or  daring  deeds  or  give 
service  to  the  crown  in  order  to  be  knighted.  A  great  poet, 
actor,  artist  or  other  citizen  may  now  become  a  knight,  if  he 
find  favor  in  the  eyes  of  a  queen  or  king.  You  remember  that 
Tennyson  was  knighted  also  by  the  queen. 

After  he  became  a  knight,  he  sent  some  of  his  work  to  the 
great  exhibition  in  Paris.  He  was  awarded  the  only  great 
gold  medal  given  to  an  English  artist. 

Landseer  was  a  great  favorite  in  society.  He  was  always 
witty  and  gay  and  ever  ready  to  tell  a  good  story  or  sing  a 
song  to  amuse  the  people  about  him.  He  had  no  enemies,  and 
with  plenty  of  means  at  his  command,  passed  a  happy  and 
prosperous  life.  His  studio,  which  was  crowded  full  of  pic- 
tures, was  a  favorite  resort  for  the  great  men  of  his  time. 
Among  his  friends  was  Sir  Walter  Scott,  whose  books  Land- 
seer loved.  They  visited  the  Highlands  of  Scotland  together 
and  hunted  deer,  but  Landseer  proved  a  poor  hunter. 

He  loved  animals  too  much  to  wish  to  give  them  pain. 
He  thought  the  deer  the  noblest  and  bravest  of  animals  and 
made  it  the  subject  of  some  of  his  most  famous  pictures. 

Among  the  pictures  which  we  will  wish  to  see  and  study 
are:  Member  of  the  Humane  Society,  (dog);  Dignity  and  In- 
dependence, (dogs);  The  King  of  the  Forest,  (deer);  The  Cat's 


THE   PIvAN   BOOK.  687 

Paw^,  There's  Life  in  the  Old  Dog  Yet;  Man  Proposes  and  God 
Disposes,  (polar  bears);  The  Challenge,  (deer);  Jack  in  Office; 
The  Swannery  Invaded  by  Bagles.  These  are  only  a  few  of 
the  many  that  might  be  given. 

His  pictures,  almost  without  exception,  have  animals  for 
their  subjects,  and  have  been  engraved  so  much  that  hardly  a 
house  which  contains  any  engravings  is  without  a  picture  by 
Landseer. 

No  painter  who  ever  lived  is  so  universally  known  as 
Hdwin  Landseer,  and  this  because  his  father  and  brothers  made 
it  their  life  work  to  reproduce  his  pictures  by  engraving. 

Not  only  was  liis  popularity  extended  in  this  way,  but  the 
greater  part  of  his  fortune  came  from  copyrights  and  the  sale 
of  prints. 

He  ended  a  long  life  of  industry  at  his  home  in  St.  John's 
Wood,  where  he  lived  for  fifty  years. 

Landseer  did  a  great  work.  He  contributed  to  the  pleas- 
ure of  a  million  homes  and  the  world  is  the  better  of  his  hav- 
ing lived.  His  message  was  one  of  gentleness,  kindness  and 
beauty. 

THE  FAIR  AND  THE  DOG  SHOW. 

Children  are  marvelously  like  grown  up  people  in  most 
things.  They  like  to  have  their  pills  sugar  coated — if  they 
must  take  them.  They  take  an  inordinate  amount  of  interest, 
and  expend  any  amount  of  energy  in  new  and  novel  pastimes 
which  are  considered  in  the  light  of  recreation  or  play. 

The  same  employment,  if  termed  work,  is  a  very  different 
matter,  and  if  given  as  such  is  likely  to  be  done  with  con- 
siderably less  enthusiasm,  if  not  with  actual  indifference. 

We  will  turn  this  tendency  to  account  in  our  observation 
work  this  month.  The  weather  will  not  permit  pupils  to 
linger  out  of  doors,  and  the  spare  time  of  the  pupils  outside  of 
school  hours  may  be  profitably  employed  in  arranging  and 
observing  an  exhibit  of  animal  pictures  which,  for  want  of  a 
better  name,  we  may  call  our  "Fair  and  Dog  Show." 


588  THE   PLAN   BOOK. 

We  study  this  month  the  animals  that  have  been  useful  to 
man,  the  dog,  the  horse  and  other  beasts  of  burden.  We 
take  imaginary  journe3'S  to  countries  which  will  enable  us  to 
see  the  modes  of  travel  employed  by  the  different  peoples  dur- 
ing the  past  and  at  the  present  time. 

We  will  find  out  as  much  as  possible  in  regard  to  the  con- 
veyances in  use  at  the  present  time,  all  about  us,  and,  in  order 
to  do  this,  we  must  make  collections  of  pictures,  which  will 
help  to  fix  these  things. 

Suggest  your  plan  of  holding  a  fair,  and  let  the  pupils 
work  out  the  details.  Assign  them  a  corner  of  the  room, 
which  may  be  used  for  the  exhibit.  This  exhibit  may  be 
divided  into  departments,  one  for  pictures  of  horses  and  other 
beasts  of  burden,  another  for  pictures  of  conveyances ,  as  the 
buggy,  carriage,  coach,  cab,  omnibus,  horseless  carriage  or 
automobile,  bicycle,  horse  cars,  electric  cars,  steam  cars,  ele- 
vated railway,  etc. 

On  Kane's  birthday,  the  4th,  ask  pupils  to  find  out  all  the 
conveyances  employed  by  this  explorer. 

In  another  department  show  pictures  of  inventions  of  Edi- 
son and  other  inventors;  of  machinery  and  all  kinds  of  farm- 
ing and  agricultural  implements. 

Other  departments  may  be  added  and  called  the  Dog 
Show^  the  Cat  Show^  etc. 

The  teacher  herself  may  add  to  the  exhibit  a  number  of 
animal  pictures  by  Landseer,  Rosa  Bonheur  and  other  animal 
painters.  These  may  be  secured  from  the  Perry  Picture  Com- 
pany at  a  penny  apiece.  A  Perry  picture  catalogue  will  be  of 
assistance  to  teacher  and  pupils  in  carrying  out  this  plan  of 
the  Fair  and  Animal  Show. 

Larger  copies  of  these  pictures  may  be  secured  at  five  cents 
apiece,  and  these  might  be  given  as  prizes. 

Ask  pupils  to  find  as  many  pictures  as  possible,  mount 
them  on  cardboard  and  enter  them  in  the  different  departments 
of  the  fair  exhibit.  Place  responsible  pupils  in  charge  of  the 
departments. 


THE   PLAN   BOOK.  689 

To  those  pupils  who  enter  the  largest  number  or  the  best 
pictures  prizes  of  pictures  may  be  given. 


A  PATRIOTISM  CHART— HOW  TO  MAKE  ONE. 

Secure  a  large  sheet  of  cardboard  and  write  or  print  at  the 
top,  "Patriotism  Chart.''  Tack  or  suspend  this  on  the  wall 
with  cords.  Paste  in  the  center  a  tiny  flag,  and  when  the  cur- 
iosity of  the  children  has  been  aroused,  tell  them  of  its  mean- 
ing and  purpose.  Suggest  that  they  collect  and  bring  to 
school  any  or  all  patriotic  pictures,  or  pictures  suggesting  pa- 
triotism. These  are  to  be  grouped  around  the  flag.  The  place 
of  importance  at  the  top  must  of  course  be  assigned  to  Was- 
hington and  Lincoln.  If  the  pupils  cannot  find  good  ones  cut 
those  from  the  Plan  Book,  or  send  for  the  February  Plan  Book 
series  of  pictures  No.  1. 

A  colored  poster  of  Washington  may  be  found  on  the  cover 
of  the  Youth's  Companion  for  Feb.  1897. 

Washington  and  Lincoln  pictures  may  be  pasted  in  the 
right  and  left  hand  corners,  opposite  each  other.  Between 
them  paste  pictures  of  the  first  or  early  home  of  each,  and  in 
the  center  of  the  top  between  these  two  houses,  paste  a  picture 
of  the  White  House,  their  common  home.  In  the  lower  left 
and  right  corners  paste  pictures  of  their  monuments,  and  be- 
tween these,  pictures  of  Mt.  Vernon  and  Lincoln's  home  at 
Springfield.  Martha  Washington  may  come  under  the  picture 
of  Washington,  and  near  it  a  picture  of  Betty  Ross.  Other 
pictures  suggesting  events  in  the  life  of  each  may  be  used, — 
as:  Washington  with  his  hatchet;  Washington  in  the  garden 
with  his  father;  Washington  on  his  white  horse  or  taking  com- 
mand of  his  army;  the  historic  elm;  pictures  of  Sherman;  other 
generals,  soldiers  marching,  pictures  of  guns,  drums,  hornSj 
swords,  etc. 

Mr.  Lincoln's  picture  as  a  wood-cutter;  as  a  boy  reading  by 
the  aid  of  a  pine  knot,  stretched  on  the  floor;  as  a  president 


690  THE   PLAN    BOOK. 

signing  the  pardon  of  some  poor  soldier,  or  writing  the  Bman* 
cipation  Proclamation.  There  is  no  end  to  the  pictures  that 
may  be  used  in  this  way.  Many  pictures  illustrating  the  life 
of  Lincoln  may  be  found  in  McClure's  magazine  for  1895  and 
1896.  As  pictures  are  arranged  on  the  chart,  let  the  pupil  who 
brought  the  picture  rise  and  tell  the  school  why  he  brought  it, 
in  what  way  it  suggested  patriotism,  or  what  story  it  has 
brought  with  it  into  the  room. 

Later,  prepare  a  similar  chart  for  heroes,  or  pictures  of 
people  who  have  done  noble  things,  or  pictures  of  heroic  actions. 

During  general  excercises  it  is  a  good  plan  to  have  a  pupil 
stand  before  the  patriotism  or  authors'  chart  and  with  pointer 
in  hand  point  out  the  various  pictures  and  tell  what  he  can  of 
each.  This  is  a  good  way  of  summing  up  or  reviewing  the 
stories  of  the  week  or  month.  The  child  who  does  this  very 
well  may,  as  a  special  privilege,  be  allowed  to  explain  its  mean- 
ing and  purpose  to  the  guests  who  may  be  present  at  the 
Washington  or  Lincoln  exercises. 


PATRIOTISM. 

Ross  Turner,  in  the  Perry  Magazine,  says: 

"It  is  advisable  to  place  in  every  school-room  some  bust, 
portrait,  or  something  distinctively  American,  as  a  sort  of 
patriotic  sentiment;  either  a  group  of  flags,  coat  of  arms  of  a 
State  or  the  United  States,  or  a  bust  of  some  eminent  American 
statesman,  soldier  or  patriot.  This  might  be  called  the  central 
point,  and  is  quite  as  important,  it  seems  to  me,  as  placing  a 
flag  on  the  outside  of  a  building." 


Life  is  a  leaf  of  paper  white 

Wliereon  each  one  of  us  may  write 

His  word  or  two;  and  then  comes  night. 

Though  thou  have  time 

But  for  a  line,  be  that  sublime; 

Not  failure,  but  low  aim  is  crime. 

—J.  R.  Lowell. 


THE   PLAN    BOOK.  6'-'l 

FEBRUARY  BIRTHDAYS. 


G.  F.  Edmunds,  Feb.  1,  1828. 
Will.  Phipps,  Feb.  2,  1651. 
Horace  Greeley,  Feb.  3,  1811. 
Felix  Mendelssohn,  Feb.  3,  1809. 
Elisha  Kent  Kane,  Feb.  3,  1820. 
Josiah  Quincy,  Feb.  4,  1772. 
Aaron  Burr,  Feb.  5,  1757. 
D.  E.  Moody,  Feb.  5,  1837. 
Wm.  M.  Evarts,  Feb.  6,  1818. 
Chas.  Dickens,  Feb.  7,  1812. 
Wm.  T.  Sherman,  Feb.  8,  1820. 
Jules  Verne,  Feb.  8,  1828. 
John  A.  Logan,  Feb.  9,  1826. 
W.  H.  Harrison,  Feb.  9,  1773. 
Sa:n'l  J.  Tilden,  Feb.  9,  1814. 
John  Ruskin,  Feb.  10,  1819. 
Thos.  A.  Edison,  Feb.  11,  1847. 
Lydia  M.  Child,  Feb.  11,  1802. 
Abraham  Lincoln,  Feb.  12,  1809. 
Cotton  Mather,  Feb.  12  1663. 
Chas.  R.  Darwin,  Feb.  12,  1809. 
Ed.  Bui.  Lytton,  Feb.  13,  1804. 
W.  S.  Hancock,  Feb.  14,  1824. 
Susan  B.  Anthony,  Feb.  15,  1820. 
Philip  Mclancthon,  Feb.  16,  1497. 
John  Sullivan,  Feb.  17,  1740. 
Chas.  Lamb,  Feb.  18,  1775. 
Nickolaus  Copernicus,  Feb.  19,   1473. 
Leonard  Bacon,  Feb.  19,  1802. 
Francois  Voltaire,  Feb.  20,  1694. 
Joseph  Jefferson,  Feb.  20,  1829. 
Geo.  Wm.  Curtis,  Feb.  21,  1819. 
Geo.  Washington,  Feb.  22,  1732. 
James  Russell  Lowell,  Feb.  22,  1819. 


692  THE    PLAN    BOOK. 

Emma  Willard,  Feb.  23,  1787. 

Wilhelm  Karl  Grimm,  Feb.  24,  1786. 

Handel,  Feb.  24,  1685. 

John  P.  St.  John,  Feb.  25,  1833. 

Victor  Hugo,  Feb.  26,  1802. 

H.  W.  Longfellow,  Feb.  27,  1807. 

Mary  Lyon,  Feb.  28,  1797. 

Rossini,  Feb.  29,  1792. 

SPECIAL  DAYS. 

Feb.  2,  Candlemas  Day.  The  name  is  derived  from  the 
ceremony  observed  by  the  Church  of  Rome  on  that  day.  The 
candles  are  blessed  by  the  clergy,  distributed  among  the  people, 
and  then  carried  lighted  in  a  solemn  procession. 

Lincoln's  Birthday,  Feb.  12. 

Washington's  Birthday,  Feb.  22. 

James  Russell  Lowell,  Feb.  22. 

Longfellow,  Feb.  27. 

Valentine  Day,  Feb.  14. 

SPECL\L  MENTION. 

In  addition  to  the  celebration  of  birthdays  mentioned  little 
talks  may  be  given  on  the  birthdays  of  these  who  are  con- 
nected in  any  way  with  the  history  of  our  country  or  with  the 
special  lines  of  work  taken  up  this  month. 

In  connection  with  the  subject  of  invention  of  printing 
press  speak  of  that  famous  editor,  Horace  Greely,  and  try  to 
find  a  copy  of  the  paper  bearing  his  name  as  editor,  The  New 
York  Tribune. 

Thos.  A.  Edison's  life  and  work  will  furnish  material  for  a 
number  of  lessons,  and  in  connection  with  his  inventions,  an 
imaginary  trip  may  be  made  to  the  patent  office  at  Washington. 

On  the  5th  call  attention  to  the  life  and  work  of  Dwight 
L.  Moody,  who  has  just  passed  away.  The  papers  are  full  of 
biographical  sketches  of  this  unusual  man,  and  many  of  these 
may  be  collected  and  preserved  in  the  scrap  book  devoted  to 
biographical  selections. 


THE   PLAN   BOOK. 


693 


FEBRUARY  SONGS. 


America,  Songs  in  Season. 

Columbia,  Gem  of  the  Ocean,  Songs  in  Season. 

Drummer  Boy, 

The  First  Flag, 

A  Soldier  Boy, 

Red,  White  and  Blue, 

Salute, 

Star  Spangled  Banner, 

Washington, 

Lincoln, 

Washington's  Birthday,  Mable  Pray's  Motion  Songs. 

Many  Flags  in  Many  Lands,  Child's  Song  Book,  Howlitson. 

Flag  Song,  Smith's  Songs,  No.  2. 

Flag  of  the  Free,  Franklin  Square. 

When  I'm  Big  I'll  Be  a  Soldier.     ^ 

Washington's  Birthday,  Songs  of  the  Year,  Maynard,  Mer- 
rill &  Co. 

Our  Flag,  Songs  of  the  Year,  Maynard,  Merrill  &  Co. 

Liberty's  Banner,  Songs  of  the  Year,  Maynard,  Merrill  & 
Co. 

Origin  of  the  Flag,  Songs  of  the  Year,  Maynard,  Merrill  & 
Co. 

Flag  Above  the  School,  Songs  of  the  Year,  Maynard,  Mer- 
rill &  Co. 

See  the  Flag  of  our  Land. 

Music  for  the  Common  Schools,  by  Carrie  B.  Adams,  In- 
land Pub.  Co. 

Our  Flag,  by  Carrie  B.  Adams,  Inland  Pub.  Co. 

Fling  Out  the  Banner,  Songs  of  the  Nation. 

O  Starry  Flag  of  Union,- Hail !  Songs  of  the  Nation. 

The  American  Flag,  Songs  of  the  Nation. 

There's  A  Beauiful  Flag,  Songs  of  the  Nation. 

Song  of  the  Flag,  Songs  of  the  Nation. 


694  THE    PLAN    BOOK. 


"The  noblest  men  that  live  on  earth 

Are  men  whose  hands  are  brown  with  toil, 

Who,  backed  by  no  ancestral  graves, 
Hew  down  the  woods  and  till  the  soil, 

And  win  thereby  a  prouder  name 

Than  follows  king's  or  warrior's  fame." 


General  Sherman's  Birthday. 

FEBRUARY  8th. 

On  this  birthday  give  a  short  talk  en  the  army;  on  the 
necessity  for  leaders  among  soldiers  who  will  be  able  to  plan 
campaigns  and  direct  the  soldiers  intelligently  and  wisely. 

While  the  President  is  Commander  in  Chief  of  the  Army, 
he  must  have  men  to  advise  him  and  to  carry  out  his  orders, 
so  he  gives  to  one  of  the  members  of  his  cabinet  the  office  of 
Secretary  of  War,  and  a  general  is  selected  who  is  placed  at 
the  head  of  the  army;  this  general  is  assisted  by  other  generals. 

The  generals  in  turn  are  assisted  by  officers  who  have 
proved  themselves  courageous  and  capable  of  training  and  lead- 
ing the  men  under  them.  Ask  pupils  to  mention  as  many  of 
the  general's  helpers  as  possible.  What  is  the  work  of  a 
colonel;  captain;  private,  and  others  connected  with  the  army? 
How  is  the  rank  of  each  designated?  Describe  the  life,  food 
and  dress  of  soldier;  an  officer;  a  soldier's  equipment.  What 
colored  uniforms  do  our  soldiers  wear? 

Who  is  Commander  in  Chief  of  our  army  now?  The  Sec- 
retary of  War?  The  commanding  general  of  the  army? 
Name  some  of  the  generals  who  are  assisting  him. 

How  are  these  generals  fitted  for  their  work?  Take  a  little 
trip  to  West  Point  and  see  what  the  cadets  are  doing  there  at 
the  Military  School.  Tell  of  their  stud}^,  appointment,  promo- 
tions and  years  of  work  before  they  are  competent  to  act  as 
leaders. 


THE  PLAN   BOOK.  ^  695 

Speak  of  one  leader  who  was  of  great  assistance  to  us  while 
Lincoln  was  President — General  Sherman.  Tell  something  of 
the  part  this  brave  general  took  in  the  war  between  the  north 
and  south.  Celebrate  this,  his  birthday,  by  singing  the  song  his 
soldiers  were  so  fond  of  singing,  "Marching  Through  Georgia." 

Tell  of  the  march  through  the  south.  What  methods  of 
transportation  are  used  by  the  army  now?  Let  pupils  erect 
tents  and  army  encampments  on  sand  table. 

Washington  and  Lincoln  Birthday  Exercises. 

If  a  departure  from  the  usual  programme  for  Lincoln's  or 
Washington's  birthday  is  desired  let  pupils  tell  the  story  of 
the  life  of  each  hero,  instead  of  memorizing  recitations. 

The  stories  which  have  been  given  during  the  language, 
history  or  literature  period  of  the  days  or  weeks  preceding  the 
birthday  may  be  read  or  told  on  the  afternoon  of  the  birthday 
exercises.  As  these  written  and  oral  reproductions  are  given 
during  the  study  of  the  lives  of  these  men,  make  a  note  of 
those  pupils  who  tell  these  stories  especially  well. 

The  best  written  paper  from  each  set  of  reproduction  stories 
handed  in  each  day,  may  be  kept  by  the  teacher  until  such 
time  as  she  wishes  to  announce  her  plans  for  the  special  day 
exercises. 

From  the  notes  taken  during  the  regular  work  of  the  week 
the  teacher  will  now  be  able  to  arrange  her  programme.  Fol- 
low the  outline  of  study  suggested  elsewhere  in  regard  to  selec- 
tion of  topics.  Arrange  the  stories  so  that  the  oral  and  written 
'productions  shall  alternate. 

Pupils  who  have  not  been  given  a  story  to  tell  or  read  may 
be  assigned  other  parts  of  the  programme  in  order  that  all  may 
be  given  a  share  in  the  work  and  pleasure  of  the  day. 

One  may  sing  a  song,  another  play  accompaniments, 
another  tell  of  the  patriotism  chart,  another  explain  the  mean- 
ing and  purpose  of  the  different  colored  flags  drawn  on  the 
board;  others  may  pose  in  historical  tableaux,  and  crown  the 
bust  or  picture  with  an  evergreen  wreath. 


696  THE   PLAN    BOOK. 

Others  may  place  drawings  upon  the  board,  decorate  the 
room  with  pictures,  plants,  evergreen,  and  flags.  These  ar- 
rangements may  be  placed  in  the  hands  of  a  Room  Decoration 
Committee. 

The  Entertainment  Committee  may  attend  to  the  invita- 
tions, pass  judgment  on  those  written  b}''  the  school,  and  de- 
cide which  ones  should  be  written  over  again.  They  may  also 
make  souvenirs  to  be  presented  to  guests  or  take  charge  of 
those  made  by  the  school,  and  distribute  them  at  the  proper 
time. 

The  Reception  Committee  may  meet  the  guests  at  the 
door,  act  as  ushers,  and  after  the  exercises  are  over  assist  the 
Reception  Committee  in  showing  the  guests  the  drawings, 
construction  and  written  work  which  is  placed  about  the  room 
or  on  tables,  and  answer  any  questions  which  may  be  asked 
about  the  work. 

DECORATION  >. 

Let  pupils  decorate  the  board  with  a  border  of  flags,  using 
the  colored  crayons.  The  different  flags  that  have  been  in 
use  in  our  country  and  the  ones  in  use  at  the  present  time 
may  be  used  for  this  purpose.  On  the  wall  above  them  all, 
drape  "Old  Glory.''  The  colored  pictures  of  these  flags  may 
be  found  in  the  unabridged  dictionaries. 

A  talk  about  these  flags,  giving  their  history  and  use,  may 
be  one  feature  of  the  programme. 

A  border  of  shields  may  be  placed  across  another  board, 
and  a  border  of  tiny  standard  flags  across  still  another. 

In  the  center  of  the  blackboard  a  scroll  or  panel  may  be 
drawn,  and  in  it  a  quotation  appropriate  to  the  day.  Above 
this  ma}''  hang  a  picture  of  Lincoln  or  Washington. 

To  the  right  of  the  scroll  draw  a  picture  of  the  birth  place, 
and  to  the  left  a  picture  of  the  last  home.  Other  pictures  illus- 
trating the  different  parts  of  the  life  of  Washington  or  Lincoln 
may  be  drawn.  On  the  scroll  beneath  the  picture  of  W^ashing- 
ton  or  Lincoln  the  following  lines  may  be  written: 


THE   PLAN   BOOK.  69? 

"Welcome  to  the  day  returning, 
Dearer  still  as  ages  flow, 
While  the  torch  of  faith  is  burning 

Long  as  Freedom's  altars  glow."  — Holnn  s. 


Or, 


■'One  flag,  one  land,  one  heart,  one  hand, 

One  nation  evermore."  — Holn  ;s. 

Or, 

Rules  of  Conduct. 

The  room  may  otherwise  be  decorated  with  flags,  bunting 
evergreen  and  pictures.  Pots  of  plants,  palms  or  ferns  may  be 
borrowed  frc-'n  pupils'  homes  and  placed  about  the  room. 

An  everg  veen  wreath  may  be  made  to  fit  the  head  of  the 
bust  or  hang  ever  the  portrait.  This  may  be  placed  by  a  pupil 
at  the  close  of  the  exercises  while  the  others  sing  "Garlands, 
Garlands,  Bright  and  Fair." 

The  Decoration  Committee  should  see  that  each  pupil  is 
provided  with  a  sprig  of  evergreen,  which  should  be  kept  on 
the  desks  until  the  final  march  is  played.  As  pupils  march 
around  the  room  the  sprig  may  be  laid  as  a  tribute  before  the 
bust  or  portrait  of  the  hero,  as  the  pupib  pass  from  the  room. 
Pupils  often  get  restless  sitting  in  their  seats  if  a  programme 
is  long,  and  if  preferred  this  march  may  take  place  after  the 
description  of  the  death  of  Washington,  and  after  the  tributes 
have  been  placed,  pupils  may  sing  *'Mt.  Vernon  Bells." 

LINCOLN    EXERCISES. 

The  same  plan  may  be  used  in  exercises  for  Lincoln's 
birthday.  A  Lincoln  Birthday  Song  is  given  in  "Songs  in 
Season."  At  conclusion  read  to  the  pupils  or  have  some  one 
recite  "O  Captain!  My  Captain,"  by  Walt  Whitman.  Explain 
that  while  Washington  is  called  the  "Builder  of  the  Nation" 
Lincoln  is  called  the  "Preserver  of  the  Union."  He  is  the 
captain   who   guided  the  nation   safely  through  the  storm. 

Pictures. — Pictures  may  be  used  in  presenting  this  pro- 
gramme, in  a  way  that  will  add  much  to  the  interest  of  guests. 

After  the  first  recitation,  which  is  an  introduction  to  the 


698  THE   PLAN   BOOK. 

story,  a  framed  picture  may  be  placed  upon  an  easel  in  a  con- 
spicuous place  on  the  platform.  If  it  is  not  possible  to  get  a 
large  picture,  a  bust  ma}'  be  unveiled. 

Secure  large  pictures  which  illustrate  the  stories  as  far  as 
possible,  and  as  each  pupil  concludes  his  stor}^  let  him  hold  the 
picture  before  the  school  a  minute,  and  then  place  it  on  the 
chalk  tray  along  the  front  of  the  board.  The  Patriotism 
Chart  also  may  be  described. 

WASHINGTON  PROGRAMME. 

1 .  Salute  to  the  Flag. 

2.  Song,  "Salute." 

Pupils  remain  standing  while  singing  this  song. 

3.  Introduction  to  the  story  of  Washington;  Washing- 
ton's birthday  a  national  observance  in  memory  of  the  "Father 
of  Our    Country." 

4.  Song,  "Our  Washington." 

5.  Unveiling  of  a  bust,  or  placing  of  a  picture  of  Wash- 
ington. 

6.  The  Boyhood  of  Washington.  Stories  told  and  read 
by  several  pupils. 

7.  Tableau,  "Little  George  Washington  and  His  Sister," 
in  costume  of  the  period. 

8.  Song,  "When  I'm  Big,  I'll  Be  a  Soldier."     Solo. 

9.  Hatchet  or  Flag  Drill,  with  Little  George  Washington 
as  Captain. 

10.  The  Youth  of  Washington. 
Stories  by  several  pupils. 

11.  Washington's  Rules  of  Conduct. 

By  pupils  rising  in  their  places  and  repeating  one  each. 

12.  Song. 

13.  Manhood. 

Stories  by  pupils  telling  of  Martha  Washington  and  the 
Mt.  Vernon  home. 

14.  Washington  as  Commander-in-Chief.  Story  of  the 
Beginning  of  the  Revolution. 


THE  PLAN   BOOK.  699 

15.  Story,  "The  Boston  Tea  Party." 

16.  Song,  "Revolutionary  Tea." 

17.  Tableau,  "The  Argument." 

Two  or  more  girls  dressed  in  Colonial  costumes.  One 
reads  this  copy  of  the  agreement  signed  by  the  mothers  and 
daughters  in  Boston,  so  many  years  ago. 

Agreement. — "We,  the  daughters  of  patriots,  who  have 
stood  and  do  now  stand  for  the  public  interest,  with  pleasure 
engage  with  them  in  denying  ourselves  the  drinking  of  foreign 
tea,  in  hope  to  frustrate  a  plan  that  tends  to  deprive  a  com- 
munity of  its  rights." 

18.  Washington  as  President.      Life  at  the  White  House. 

19.  Washington  as  a  flag  maker. 

20.  Song.     "The  First  Flag." 

21.  Story  of  all  our  flags. 

22.  Song,  "Many  Flags  in  Many  Lands." 

23.  Washington's  Farewell. 

24.  Song,  "The  Red,  White  and  Blue,"  or  "Liberty's 
Banner." 

25.  Story  of  the  last  days  of  Washington  and  his  tomb. 

26.  March. 

While  march  is  being  played,  the  pupils  silently  march 
about  the  room  and  drop  their  evergreen  tributes  before  the 
picture  or  statue;  or  a  pupil  places  the  evergreen  wreath. 

27.  Song,  "Mt.  Vernon  Bells." 

28.  Recitation,  "Mt.  Vernon"  by  Rev.  William  Day. 

29.  The  Patriotism  Chart,  described  by  pupil. 

30.  Washington's  Monuments. 

31.  Mount  Vernon  Today. 

32.  Patriotic  quotations,  recited  by  a  number  of  pupils. 

33.  Song,  "America." 

The  programme  as  given  will  be  found  too  long.    Adapt  it. 


CHARLES  DICKENS. 


DICKENS     HOME. 


THE   PLAN   BOOK.  701 

THE  STORY  HOUR. 


CHARLES  DICKENS. 

(Born  FEb.  8, 1812;  Died  June,  1870.) 

This  day  brings  to  us  the  birthday  of  oue  of  the  worid's 
gr/^atest  story  tellers,  an  Englishman,  named  Charles  Dickens. 

He  was  an  artist,  for  he  painted  pen  pictures.  He  was  a 
great  teacher,  for  he  taught  the  whole  world  lessons  of  the 
eternal  value  of  kindness,  of  generosity,  and  of  unselfishness. 

One  of  our  statesmen,  Daniel  Webster,  said  of  this  man, 
that  he  did  more  to  better  the  condition  of  the  poor  people  of 
England,  and  to  bring  wrongs  to  light  than  all  the  statesmen 
Great  Britain  sent  to  Parliament. 

Now  let  us  see  how  one  man  could  do  and  be  all  this.  It 
was  certainly  not  because  he  was  favored  in  any  way  by  for- 
tune, or  good  luck. 

As  a  child  he  was  a  sickly  little  fellow,  and  did  not  go  to 
school  or  mingle  with  the  other  boys  much  in  their  lively 
games.  His  mother  taught  him  how  to  read,  and  amused  him 
during  his  years  of  ill  health  by  telling  him  stories. 

He  loved  to  read  better  than  anything  else.  The  people 
in  his  books  seemed  real  to  him  and  he  made  them  his  friends, 
and  in  spite  of  his  sickness  he  was  a  merry  and  light-hearted 
boy. 

When  Charles  was  about  nine  years  of  age,  his  father  lost 
his  money,  and  was  thrown  into  prison  because  he  could  not 
pay  his  debts.  These  were  troubled  days  for  the  family. 
Charles  was  obliged  to  go  to  work  in  a  London  blacking 
manufactory  to  make  a  little  money. 

He  hated  this  work,  for  while  in  the  factory  he  was  thrown 
with  low,  rough,  dishonest  companions,  who  bullied  and  tor- 
mented him.     He  had  hoped  to  be  able  to  become  famous  as 


/Q2  THE  PLAN   BOOK. 

a  scholar,  yet  here  were  all  his  plans  spoiled,  no  prospect  of 
au}'  change. 

There  were  many  other  children  around  him,  however, 
who  were  as  unfortunate  and  as  miserable  as  he,  and  his 
sympath}'  for  these  other  lonely,  oppressed  children  was  so 
great  that  he  tried  to  be  brave  in  order  to  help  them. 

He  sang  songs  and  told  funny  stories  which  he  acted  out 
in  a  ridiculous  way,  in  order  to  amuse  and  cheer  up  his  friends. 
He  spent  his  evenings  and  every  spare  minute  he  could  find 
reading  in  the  reading  room  of  the  British  Museum. 

After  a  time  the  father  had  money  left  to  him,  and  Charles 
was  able  to  go  to  school.  He  grew  well  and  strong,  and  was 
able  to  have  the  books  he  loved  so  much. 

After  a  time  he  entered  a  lawyer's  office  and  studied  short- 
hand. He  worked  so  faithfully  at  this  that  he  soon  became 
very  proficient  and  was  offered  a  position  as  reporter  on  a 
newspaper. 

While  engaged  in  this  work  he  met  all  classes  of  people 
and  had  good  opportunities  to  study  the  lives  of  the  poor 
people  about  him,  which  he  pictured  for  us  afterwards  so 
truthfully. 

When  he  was  about  twenty-one  he  decided  to  write  for  a 
magazine.  He  was  afraid  to  sign  his  own  name  to  his  story, 
for  fear  it  should  be  refused,  so  he  signed  the  name  "Boz." 
He  stole  out  after  dark  and  put  it  in  a  mail  box,  but  scarcely 
expected  to  ever  see  it  in  print. 

When  it  appeared  he  was  delighted  beyond  measure,  and 
immediately  M^rote  others.  Tiiey  were  not  at  all  like  the 
stories  published  in  the  magazines  and  books  at  that  time. 
They  were  full  of  wit  and  humor  and  became  popular  almost 
at  once. 

At  the  age  of  twenty-five  he  had  published  two  volumes  of 
his  sketches,  and  had  begun  the  book  which  made  him  famous. 
This  book  was  "Pickwick  Papers." 

His  next  book  was  one  which  tells  us  the  story  of  a  poor 
orphan,    Oliver   Twist,  who,    like  himself,  had  been  thrown 


THE    PLAN    BOOK.  703 

among  scenes  of  misery  and  want.  He  remembered  his  factory 
days  and  the  children  who  were  treated  cruelly.  He  had 
wished  to  do  something  to  relieve  the  children  who  were  ill- 
treated,  and  now  he  saw  an  opportunity  to  do  so. 

He  wrote  this  story  and  others  to  attract  attention  to  these 
evils  which  he  wished  people  to  see,  to  know  or  correct.  Then 
he  wrote  ^'Nicholas  Nickleby,"  and  what  an  uproar  it  did 
bring  about !  The  Squeers  of  this  story  was  so  very  much 
like  several  English  school-masters  that  they  thought  he  had 
written  the  story  about  them,  and  sued  him  for  slander.  Do 
you  know  what  that  means? 

After  this  came  the  sad  story  of  "Little  Nell,"  and  the  "Old 
Curiosity  Shop,''  and  so  many  others  I  cannot  name  them 
here.  In  the  book  which  is  most  popular  of  all,  "David  Copper- 
field,"  we  find  the  story  of  his  own  life.  In  "Little  Dorritt" 
he  tells  of  the  debtors'  prison.  This  too  is  a  picture  from  the 
memory  of  Dickens'  own  childhood,  as  he  used  to  visit  his 
father  when  confined  there. 

With  a  master  hand  he  has  pictured  the  home  life  of  the 
Knglish  people. 

Among  the  best  of  these  are  the  Christmas  stories.  Dickens 
loved  the  ancient  English  customs  and  especially  the  Christ- 
mas festival. 

No  one  who  has  read  his  Christmas  Carol  will  ever  forget 
Tiay  Tim  and  old  Ebenezer  Scrooge.  It  leaves  one  wishing 
to  live  and  do  more  for  others.  It  is  full  of  good  will  and 
sympathy  for  the  poor,  as  Dickens  himself  was. 

Such  happy  days  these  holidays  were  in  his  home!  As  a 
child  he  had  taken  a  fancy  to  a  beautiful  old  house  at  the  top 
of  a  hill  called  Gad's  Hill  at  Chatham,  by  the  sea.  Now  he 
bought  this  great  house  for  his  own,  and  to  this  home  came 
his  own  children. 

He  was  very  fond  of  entertaining  his  friends,  and  famous 
men  and  women  from  many  parts  of  the  world  were  visitors 
at  Gad's  Hill.  Such  merry  happy  times  as  the  children  in 
that    house    had!     He    never    forgot  his  own  sad  hard    life 


704  THE  PLAN   BOOK. 

as  a  child,   and  tried  to  keep  sorrow  from  other  little  ones. 

To  amuse  his  children  and  many  friends  he  acted  out  plays, 
some  of  which  he  wrote  himself,  and  a  famous  actor  he  was  too. 

He  came  to  America  in  his  later  years,  to  lecture  and  give 
readings  from  his  books,  and  a  royal  welcome  was  given  him. 
He  was  as  much  of  a  favorite  here  as  he  was  in  England. 
When  asked  for  the  secret  of  his  success,  he  replied,  that  it 
v/as  due  to  hard  work  and  a  motto  which  he  had  faithfully 
tried  to  live  up  to, — "Whatever  is  worth  doing  is  worth  doing 
well/' 

His  son  said  of  him,  "Whatever  he  did,  he  put  his  whole 
heart  into,  and  did  as  well  as  he  could.  Whether  it  was  for 
work  or  for  play  he  was  always  in  earnest." 

When  Dickens  died  in  June,  1870,  his  body  was  laid  to  rest 
in  Westminster  Abbey  beside  famous  warriors,  statesmen, 
authors  and  poets. 

Many  school  children  came,  each  bearing  a  flower,  and  his 
grave  was  nearly  filled  with  blossoms.  I  looked  to  find  a  bust 
or  statue  marking  his  resting  place  in  the  Poets'  Comer,  but 
looked  in  vain.  At  first  this  seemed  strange,  but  after  all,  what 
need  has  this  man  of  a  marble  statue  in  any  one  corner  of  the 
world?  No  fear  of  his  being  forgotten  while  books  and  readerr 
last. 

READING  LESSONS  FOR  PUPILS. 

Selections  from  Dickens'  works  may  be  found  in  the  fol- 
lowing readers: 

Charles  Dickens'  Letter  to  His  Son — Nev/  Era  Fourth 
Reader. 

A  Child's  Dream  of  a  Star — New  Century  Third    Reader. 

The  Shipwreck — Baldwin's  Sixth  Reader. 

Christmas  at  the  Cratchits' — Baldwin's  Fifth  Reader. 

The  Last  Hours  of  Paul  Dombey  (Dickens) — New  Era 
Fifth  Reader. 

Death  of  Little  Nell  (Dickens) — New  Era  Fifth  Reader. 

Mr.  Winkle  on  Skates  (Dickens) — New   Era  Fifth  Reader, 


THE  PLAN   BOOK.  795 

David  Copperfield  finds  his  Aunt — New  Era  Fourth  Reader. 

The  DolFs  Dressmaker — Cyr's  Fourth  Reader. 

The  School-master  and  the  Sick  Scholar — Harper's  Fourth 
Reader. 

The  Storm — Rand-McNally  Fourth  Reader. 

How  Duke  William  made  himself  King — Baldwin's  Fourth 
Reader. 


JAMES  RUSSELL  LOWELL. 

(Born  Feb.  22,  1819;  Died  Aug.,  1891.) 

■^Eiere  is  a  town  in  New  England  that  is  worth  visiting  for 
sake  of  its  old  houses,  and  among  these  houses  is  Elm  wood, 
the  home  of  Lowell. 

The  house  is  in  the  midst  of  large  and  beautiful  grounds, 
with  a  number  of  magnificent  elms  growing  near,  from  which 
it  takes  its  name. 

Here  Lowell  was  born,  lived  almost  his  entire  life,  and  here 
be  died. 

It  is  said  that  he  was  the  favorite  of  his  class  at  Harvard 
College.  He  did  not  like  mathematics,  but  was  fond  of  litera- 
ture, and  became  one  of  the  most  learned  and  brilliant  of  all 
our  American  scholars. 

He  studied  law  but  was  not  a  success  at  that,  and  became 
a  teacher  and  editor.  He  succeeded  Longfellow  in  the  chair  of 
modem  languages  at  Harvard,  and  here  he  was  very  popular. 
He  disliked  examinations  even  more  than  his  pupils  did,  and 
cared  nothing  for  markings. 

Mr.  Lowell  was  a  delightful  companion,  and  his  essays  are 
as  entertaining  as  his  conversation.  From  his  mother  he  in- 
herited a  love  of  the  beautiful,  wit  and  humor,  and  these  gave 
him  great  versatility  as  a  writer.  Do  you  know  what  that 
means? 

Lowell  was  a  poet,  journalist,  critic  and  essayist.  He  was 
broad-minded  and  truthful.  He  had  the  courtesy  and  the 
quiet  dignity  of  the  scholar  and  gentlemen. 


Ji^gVIE^  I^lfeSEIii  liGAA/feLIi. 


THE   PLAN    BOOK.  707 

These  qualities  were  those  which  a  foreign  minister  should 
have,  and  so  Lowell  was  made  minister  to  Spain  and  afterward 
minister  to  England. 

In  this  position  he  did  much  to  secure  the  friendship  of 
of  English  people.  He  was  loyal  to  his  country,  and  a  gentle- 
man in  heart  and  manner  and  could  not  but  command  the  ad- 
miration and  respect  of  all  with  whom  he  came  in  contact. 

Some  of  Lowell's  most  noted  poems  are  The  Vision  of 
Sir  Launfal,  The  First  Snow  Fall,  The  Miner,  Auf  Wiederse- 
hen.  Read  these  and  memorize  others,  as  The  Fatherland, 
The  Heritage,  The  First  Snow  Fall,  Finding  of  the  Lyre, 
To  the  Dandelion,  Commemoration  Ode.  Teach  the  pupils 
to  sing  "The  Heritage"  from  Riverside  Song  Book.  Gems 
have  been  selected  frem  Lowell's  poems  and  given  in  another 
part  of  the  book  to  copy  and  learn,  during  the  odd  minutes 
this  week.  Form  the  habit  of  memorizing  gems  as  you  walk 
to  and  fro  from  school  each  day. 

Much  interesting  material  for  reading  and  language  lessons 
in  connection  with  Lowell  will  be  found  in  Cyr's  Third  Readei. 


GEMS. 

TRUE  NOBILITY. 

As  one  lamp  lights  another,  nor  grows  less. 
So  nobleness  enkindles  nobleness. 

Be  what  you  dream,  and  earth  shall  see 
A  greater  nobleness  than  she  hath  seen. 

Be  noble,  and  the  nobleness  that  lies 
In  other  men,  sleeping,  but  never  dead, 
Shall  rise  in  majesty  to  meet  thine  own. 

Where'er  a  single  slave  doth  pine, 
Where'er  one  man  may  help  another. 
Thank  God  for  such  a  birthright,  brother! 
That  spot  of  earth  is  thine  and  mine. 
There  is  the  true  man's  birthplace  grand, 
His  is  a  world-wide  father-land. 


7C8  THE    PLAN    BOOK. 

Our  fathers  fought  for  liberty; 
They  struggled  long  and  well; 
History  of  their  deeds  can  tell, 
But  ourselves  must  set  us  free. 

New  times  demand  new  measures  and  new  men, 
The  world  advances  and  in  time  outruns 
The  laws  that  in  our  fathers'  day  were  best. 

To  side  with  truth  is  noble, 

When  we  share  her  wretched  crust, 

Ere  her  cause  brings  fame  and  profit,  , 

And  'tis  prosperous  to  be  just. 

New  occasions  teach  new  duties; 
Time  makes  ancient  good  uncouth; 
They  must  upward  still  and  onward, 
Who  would  keep  abreast  of  truth. 

CHARITY. 

He  gives  only  the  worthless  gold, 
Who  gives  from  a  sense  of  duty. 

The  Holy  Supper  is  kept  indeed, 
In  whatso  we  share  with  another's  need 
Not  what  we  give,  but  what  we  share, 
For  the  gift,  without  the  giver,  is  bare. 
Who  gives  himself  with  his  alms,  feeds  three, 
Himself,  his  hungering  neighbor,  and  me. 

WORK. 

"No  man  is  born  into  the  world  whose  work 

Is  not  born  with  him.     Here  is  always  work. 

And  tools  to  work  withal,  for  those  who  will; 

And  blessed  are  the  horny  hands  of  toil ! 

The  busy  world  shoves  angrily  aside 

The  man  who  stands  with  arms  akimbo  set, 

Until  occasion  tells  him  what  to  do. 

And  he  who  waits  to  have  his  task  marked  out 

Shall  die  and  leave  his  errand  unfulfilled." 

JAMKS  RUSSELIv  LOWEH. 


THE   PLAN    BOOK.  709 

HENRY  W.  LONGFELLOW— THE  CHILDREN'S  POET. 

Born  Feb.  27,  1807;  Died  1882. 

Henry  W.  Longfellow  was  born  in  the  town  of  Portland, 
Maine.  He  was  second  in  a  family  of  eight  children.  The 
mother  was  a  descendant  of  John  Alden  of  the  Mayflower,  and 
the  daughter  of  General  Wordsworth.  She  was  an  ardent 
lover  of  sunshine,  flowers,  music  and  poetry,  and  was  always 
cheerful.  The  father,  Stephen  Longfellow,  was  a  lawyer 
noted  for  his  purity  of  character  and  scholarship. 
• 

BOYHOOD. 

As  a  boy  Henry  was  noble,  sensitive,  affectionate  and 
lively.  But  in  spite  of  his  love  of  fun  he  hated  noise,  and  on 
this  account  disliked  Fourth  of  July  as  much  as  most  boys 
love  it. 

He  was  so  tender  hearted  that  he  could  not  bear  to  see 
animals  suffer.  Once  when  he  had  shot  a  robin  he  came 
home  with  his  eyes  full  of  tears,  so  grieved  that  he  never  tried 
shooting  again. 

When  he  was  five  he  began  to  go  to  school,  but  he  disliked 
the  rude  sports  of  the  boys  so  much  that  he  remained  only  a 
short  time. 

At  six  he  could  read  and  write,  and  at  ten  he  was  studying 
Latin,  and  began  to  prepare  for  college.  When  he  was  four- 
teen years  old  he  entered  Bowdoin  College,  in  Brunswick, 
Maine. 

When  Henry  was  a  little  fellow  he  spent  his  vacation  at 
his  grandfather's  house  on  a  large  farm.  This  grandfather 
had  been  a  general  in  the  Revolutionary  War,  and  Henry 
loved  to  listen  to  his  stories  of  the  war  and  of  the  Indians. 
These  stories  were  not  forgotten,  for  in  after  years  he  put  them 
into  story  form,  and  now  one  of  these  beautiful  poems,  "Hia- 
watha," is  known  to  us  all. 

Henry  was  extremely  fond  of  reading  and  he  was  able  to 
enjoy  the  companionship  of  good  books,   for  the  father  had  a 


HENRY  W.   LONGFELLOW. 


THE   PLAN   BOOK.  711 

well   selected   library.      His   favorite   among   these   was   the 
"Sketch-Book"  of  Washington  Irving. 

When  thirteen  years  of  age  he  wrote  his  first  poem,  ''The 
Battle  of  Lovell's  Pond."  He  sent  it  to  a  Portland  paper  and 
when  it  appeared  next  morning  he  and  the  sister,  to  whom  he 
told  his  secret,  were  overjoyed.  The  success  which  attended 
this  first  effort  encouraged  him  to  keep  on  writing. 

MANHOOD. 

As  a  student  at  college  he  was  an  earnest  worker,  but  was 
more  interested  in  literature  than  mathematics.  During  his  col- 
lege course  he  wrote  a  number  of  poems  which  were  accepted 
by  the  publishers  and  paid  for.  As  the  time  drew  near  for 
him  to  leave  college  he  wrote  his  father  that  he  wished  to 
make  literature  his  life  work.  He  was  willing  to  make  any 
sacrifice  in  order  to  be  allowed  to  do  this.  He  was  determined, 
he  said,  to  be  eminent  in  whatever  he  undertook. 

He  graduated  with  honors  and  was  given  the  position  of 
Professor  of  Modern  Languages  at  Bowdoin  College.  In  order 
to  prepare  himself  for  this  place  he  spent  three  years  trav- 
eling abroad.  At  twenty-two  he  returned  to  America  and 
began  his  work  at  the  college. 

As  a  teacher  he  was  much  loved,  and  here  he  remained 
five  years  and  a  half.  At  the  end  of  this  time  he  was  given 
the  professorship  of  Modern  Languages  at  Harvard  University. 
When  he  went  to  Cambridge  to  live  he  took  rooms  at 
Craigie  House,  a  large  old  fashioned  building  where  Gen. 
Washington  and  wife  lived  when  he  assumed  command  of 
the  American  Army.  In  front  of  the  house  may  be  seen  the 
Charles  River.  He  loved  to  sit  by  his  study  window  and 
watch  it.     Here  many  of  his  poems  were  written. 

When  Mr.  Longfellow  married  he  bought  this  home  for  his 
own,  and  here  was  passed  the  greater  part  of  his  remaining 
years.  While  still  a  young  man  he  became,  as  he  purposed, 
eminent  as  a  poet.  His  poems  were  translated  into  many 
languages,  for  his  poems  were  loved  and  admired  in  other 
countries  as  well  as  our  own. 


LONGI-ELIOW'vS    STUDY. 


LONGFELLOW'S  HOME. 


(712) 


THE    PLAN    BOOK.  713 

In  appearance  Mr.  Longfellow  was  singularly  attractive, 
in  face  and  manner.  His  eyes- were  blue  and  kindly,  his  voice 
sweet  and  his  bearing  refined.  His  fine  face  was  but  the  index 
of  a  fine  Heart  and  noble  character. 

Mr.  Longfellow  was  an  earnest,  untiring  worker,  and  used 
his  pen  to  help  right  injustice  whenever  possible.  He  felt  as 
did  Whittierthat  slavery  was  wrong,  and  used  his  pen  to  arouse 
public  sentiment  against  this  great  wrong,  the  buying  and 
selling  of  human  beings. 

It  has  been  said  of  him  that  he  wrote  no  line  which  dying 
he  would  wish  to  blot,  and  not  one  of  which  he  had  not  a  right 
to  be  proud. 

To  the  Cambridge  home  came  many  famous  visitors,  but  to 
the  poor  and  friendless  he  gave  as  kindly  a  welcome.  Among 
his  best  loved  friends  and  visitors  were  the  children,  of  whom 
and  for  whom  he  has  written  so  much.  He  speaks  of  this  in 
his  poem  called  "Children." 

"The  Children's  Hour"  is  a  poem  written  about  his  own 
little  girls,  of  whom  there  were  three,  Alice,  Allegra  and  Edith. 
The  poem  on  the  Charles  River  was  written  in  response  to  a 
request  on  the  part  of  some  school  boys  who  visited  him  in  his 
studio  and  saw  the  river  from  his  window. 

"From  My  Arm  Chair"  was  written  to  thank  the  children 
for  a  beautiful  gift  which  came  to  him  on  his  seventy-second 
birthday. 

This  was  a  chair  made  of  the  wood  of  the  chestnut  tree 
which  he  described  in  the  poem  called  "Village  Blacksmith." 
The  tree  had  to  be  cut  down  in  order  to  widen  the  street. 
Mr.  Longfellow  regretted  this  very  much.  In  order  to  make 
him  feel  happier,  the  school  children  subscribed  a  fund  with 
which  to  have  a  chair  made  from  the  wood.  It  was  hand- 
somely carved  with  an  inscription  which  told  of  their  affection 
for  him.  The  poem  written  for  them  was  given  to  every 
child  who  came  to  see  and  sit  in  the  chair. 

Mr.  Longfellow's  last  acts  of  kindness  were  to  children. 
Some  boys  came  from  Boston  to  see  him,   and  to  ask  for  his 


714  THE   PLAN   BOOK. 

autograph.     These    he  gave  cheerfully.      A  few    days  after 
this  he  died. 

His  marble  image  has  been  placed  in  the  poets'  corner  in 
Westminster  Abbey,  near  the  grave  of  Dickens,  but  he  still 
lives  in  the  hearts  of  the  people  of  many  countries. 

REFERENCE. 

An  interesting  article  on  Longfellow  at  Craigie  House 
may  be  found  in  February,  1899,  School  Journal. 

Longfellow's  poems. 

Read  your  pupils  the  lines  written  by  Longfellow  about 
Washington,  who  once  occupied  his  room,  and  give  them  a 
list  of  others  which  they  will  be  interested  in  reading.  Place 
this  list  on  the  board  and  ask  pupils  to  report  to  you  their 
favorite  poem  a  week  or  month  later,  after  having  read  all  on 
the  list. 

In  addition  to  those  mentioned,  these  poems  may  be  given: 
The  Bell  of  Atri;  The  Birds  of  Killingworth;  The  Emperor's 
Bird's  Nest;  The  Builders;  The  Psalm  of  Life;  Building  of  the 
Ship;  Wreck  of  the  Hesperus;  Mask  of  Pandora;  Paul  Revere's 
Ride;  Rainy  Day;  Daybreak;  Hiawatha  and  Evangeline. 


PICTURES. 


In  the  Ladies'  Home  Journal  for  December,  '98,  and  in 
several  of  the  numbers  during  '99  may  be  found  large,  full 
page  illustrations  of  a  number  of  Longfellow's  poems.  Among 
these  are  Minnehaha  and  Hiawatha,  The  Village  Blacksmith, 
The  Children's  Hour,  Priscilla  and  John  Alden,  The  Hanging 
of  the  Crane,  The  Building  of  the  Ship,  Evangeline. 


'•  THE   PLAN   BOOK.  715 

THOMAS  E.  EDISON. 

Feb.  llTH,  1847. 

How  many  of  the  pupils  have  used  the  telephone?  A  pho- 
nograph? How  many  have  seen  the  moving  pictures?  How 
many  of  them  use  electric  light  in  their  own  homes?  How 
many  use  the  electric  cars? 

Do  they  know  to  whom  we  are  indebted  for  these  inven- 
tions? 

This  is  the  birthday  of  Thomas  Edison,  the  greatest  in- 
ventor that  ever  lived.  He  is  sometimes  called  the  Wizard  of 
Menlo  Park,  because  he  does  wonderful  things  that  other 
people  cannot  understand.  He  has  invented  more  "useful 
machines  for  our  benefit  than  any  other  man. 

When  Thomas  Edison  was  a  boy,  he  was  very  anxious  to 
learn.  He  read  every  book  through,  which  he  could  get  hold 
of.  He  went  to  school  but  two  or  three  months,  and  after 
that  his  mother  taught  him  at  home. 

When  he  was  twelve  years  of  age,  he  was  a  newsboy  on  a 
train.  V/hen  he  had  carried  his  books  and  papers  through 
the  train  and  sold  what  the  people  wanted,  he  would  curl  up 
on  one  of  the  seats  and  spend  all  his  spare  time  reading. 

Instead  of  reading  trashy  books  of  wild  stories,  he  read 
magazines  which  described  new  inventions,  or  books  which 
taught  him  something. 

While  selling  newspapers,  he  learned  to  print  by  setting 
up  a  little  printing  press  in  the  baggage  car.  He  decided  to 
print  a  newspaper  of  his  own,  and  so  published  the  "Grand 
Trunk  Herald,"  a  tiny  paper  twelve  by  sixteen  inches. 

It  was  the  only  paper  in  the  world  printed  on  a  railroad 
train,  and  so  it  became  quite  famous,  and  the  editor  as  well. 
But  a  sad  accident  befell  the  printing  outfit.  And  this  is  how 
it  happened. 

Thomas  was  very  much  interested  in  chemistry,  and  wished 
to  become  an  electrician.  So  he  put  up  some  shelves  in  ihe 
freight  car,  and  filled  them  with  bottles  of  dififerent  kind.^  ox 


716  THE    PLAN    BOOK. 

chemicals.  One  day,  as  lie  was  mixing  some  of  these  chemi- 
cals, something  happened  on  \vhich  he  had  not  counted.  An 
explosion  occurred  and  set  the  car  on  fire. 

The  baggage-man  was  so  angry  that  he  boxed  Edison's 
ears,  and  made  him  so  deaf  on  one  side  that  he  could  never 
hear  again  in  that  ear.  He  also  kicked  the  printing  press 
from  the  car  and  destroyed  the  bottles  of  chemicals.  So  Edi- 
son lost  his  place  as  newsboy. 

This  would  have  discouraged  some  boys,  but  not  so  with 
Edison.  He  set  right  to  work  again.  He  had  read  a  book 
which  told  about  the  telegraph,  and  he  was  eager  to  learn 
more.  So,  with  the  assistance  of  two  other  boys,  he  con- 
structed a  line  from  his  house  to  another  boy's.  But  he  could 
not  make  it  work  because  he  still  lacked  electricity.  But, 
where  there's  a  will,  there's  a  way,  and  it  came  to  Edison. 

Some  one  bought  him  an  old  battery,  with  which  to  start  a 
current  of  electricity,  and  so  he  was  able  to  send  messages  over 
the  line  which  he  had  constructed.  An  act  of  bravery  about 
this  time  enabled  him  to  become  a  telegraph  operator. 

He  rescued  a  little  child  who  was  in  danger  of  being  run 
over  by  the  cars,  and  the  father  of  the  child,  as  a  reward, 
offered  to  teach  Edison  how  to  become  a  telegraph  operator. 
He  learned  in  three  months,  and  at  the  age  of  fifteen  was  given 
a  position  at  a  salary  of  twenty-five  dollars  a  month. 

The  next  few  years  he  worked  hard  and  never  lost  an 
opportunity  to  improve  himself.  He  used  the  public  library 
and  spent  every  spare  dollar  on  books,  so  that  he  was  always 
poor.  He  became  an  expert  at  telegraphing,  but  he  was  not 
satisfied.  He  wanted  to  improve  on  the  machinery  used  for 
this  purpose. 

He  tried  to  find  a  way  to  make  one  wire  send  two  messages, 
and,  when  his  companions  laughed  at  him,  he  said  that  he  should 
make  it  send  four  messages.  And  he  did.  But  it  took  a  great 
deal  of  money  to  make  the  experiments  which  he  needed  to 
make,  and  his  employers  found  fault  with  him  for  devoting  so 
much  time  to  these.     So  he  lost  many  positions. 


THE   PLAN   BOOK.  717 

At  last,  lie  went  to  New  York  to  try  to  secure  a  position. 
He  tramped  the  streets  for  three  weeks  looking  for  work.  But 
his  clothes  were  old  and  shabby,  and  work  was  not  easy 
to  secure.  One  day  he  went  into  an  office  of  the  Stock  Ex- 
change to  ask  for  work. 

In  a  stock  exchange  men  buy  and  sell  stocks  all  day,  and  it  is 
necessary  that  they  should  know  the  pricesofstock  every  minute. 

A  little  machine  is  used  to  tell  this.  It  rolls  out  a  strip  of 
paper,  which  tells  what  stocks  are  selling  for  all  over  the 
world,  and  from  this  men  can  see  whether  to  buy  or  sell. 

Just  as  Edison  was  watching  the  stock  printer,  it  broke 
down.  No  one  could  make  it  go  again  or  find  out  the  trouble. 
Edison  told  the  managers  what  the  trouble  was,  and  the 
printer  was  repaired.  This  was  a  lucky  day  for  him,  for  he 
was  given  charge  of  the  machine  next  day  at  a  large  salary. 

He  has  not  wanted  for  money  or  for  work  since.  He  began 
to  make  a  name  for  himself  by  his  inventions,  which  are  now 
so  numerous  that  it  would  take  a  book  to  describe  them.  He 
found  a  way  to  send  many  messages  over  one  wire  at  the  same 
time,  thus  saving  many  millions  of  dollars  to  the  telegraph 
companies.  He  invented  a  telephone  which  enables  us  to  talk 
to  a  friend  a  thousand  miles  away;  a  megaphone,  by  which 
two  persons  may  whisper  to  each  other  a  long  distance  away; 
the  phonograph  for  recording  sound  and  repeating  it. 

You  can  talk,  sing  or  whistle  into  a  phonograph,  and  the 
sound  of  your  voice  will  make  marks  upon  a  roll  of  gelatin 
inside.  When  you  set  the  machine  to  moving,  you  can  put  in 
your  ears  little  tubes  which  are  attached  to  the  phone,  and  it 
will  repeat  what  you  said  to  it. 

When  Mr.  Edison  had  made  this,  he*  got  a  great  many 
famous  people  to  talk  into  it.  He  had  the  Indians  and 
Eskimo,  and  other  people  who  speak  a  language  different  from 
our  own,  to  talk  into  it.  He  then  set  up  his  machines  in 
different  places,  and  people  were  charged  a  small  sum  to  hear 
the  machines  talk.  So  many  people  wished  to  do  this  that 
he  made  a  great  deal  of  money. 


718  THE   PLAN   BOOK. 

Then  he  made  the  kinetoscope  for  reproducing  views  of 
bodies  in  action,  and  added  to  this  an  invention  which  enabled 
one  to  see  and  hear  a  play  or  opera  which  had  previously  taken 
place. 

He  also  invented  a  water  telephone,  a  mimeograph  for  mak- 
ing many  copies  from  one  writing,  an  electric  pen  and  the 
electric  light  which  is  used  all  over  the  world. 

He  is  noted  for  making  one  of  the  first  electric  railroads, 
and  for  sending  the  first  telegraphic  messages  from  moving 
trains. 

He  worked  months  and  months  on  the  electric  lights  that 
we  now  use,  and  made  thousands  of  lamps  before  he  could  get 
a  perfect  one. 

These  are  only  a  few  pf  the  things  Mr.  Edison  has  invented 
for  us,  and  he  is  still  trying  to  find  more  ways  to  help  people. 
He  works  just  as  hard  as  he  did  when  he  was  a  poor  boy. 

He  had  a  great  laboratory  at  Menlo  Park,  about  twenty- 
five  miles  from  New  York,  and,  while  living  here,  his  inven- 
tions brought  him  the  title  of  "The  Wizard  of  Menlo  Park." 
He  moved  from  this  place  to  Orange,  New  Jersey,  and  his 
establishment  there  is  one  of  the  most  wonderful  in  the  world. 


GIVE  US  MEN 


God  give  us  men !     A  time  like  this  demands 

Strong  minds,  great  hearts,  true  faith,  and  ready  hands — 

Men  whom  the  lust  of  office  will  not  kill; 

'     Men  whom  the  spoils  of  office  cannot  buy; 

Men  who  possess  opinions  and  a  will; 

Men  who  have  honor;  men  who  will  not  lie; 
Tall  men, •sun-crowned,  who  live  above  the  fog; 

In  public  duty  and  in  private  thinking. — •/.  G.  Holland. 


Welcome  to  the  day  returning, 

Dearer  still  as  ages  flow, 
While  the  torch  of  Faith  is  burning, 

L^ng  as  Freedom's  altars  glovv. — O.   IV.  Holmes. 


THE   PLAN   BOOK.  719 


Manners  and  Morals. 


PATRIOTISM,  OBKDIENCE. 

Patriotism — Birthdays  of  Lincoln  and  Washington. 

Develope  reverence  and  love  of  our  flag  and  all  it  repre- 
sents. Love  of  country  is  illustrated  in  the  lives  of  our 
statesmen  and  soldiers.  Beginning  with  the  stories  of  the 
heroic  boy  or  girl,  we  pass  to  the  consideration  of  our  nation's 
great  heroes  and  the  nation's  worth. 

Endeavor  to  show  how  the  national  life  protects  the  life  of 
the  pupil  and  citizen,  and  tell  of  the  many  brave  men  whose 
lives  have  been  given  to  their  country.  Bring  out  the 
thought  that  every  nation  that  has  safe  homes  and  schools, 
has  had  its  leaders  who  so  loved  the  people  that  they  planned 
and  worked  long  and  hard  to  bring  these  conditions  about. 
Show  how  the  love  of  country  in  the  fore-fathers  was  really 
love  for  us  at  the  present  time. 

Tell  stories  of  boy  and  girl  heroes  and  bring  out  the 
power,  right  and  the  necessity  to  the  nation  of  loyal  children. 
In  giving  stories  from  the  Revolution,  emphasize  the  part  of 
the  women  and  children  in  the  struggle.  Lead  pupils  to 
think  about  the  labor  and  hardship  that  fell  to  them  with 
fathers  and  brothers  gone  and  how  they  toiled  and  cared  for 
the  heroes,  though  they  could  not  fight  for  them. 

Sing  patriotic  songs.  Interest  your  pupils  in  the  "League 
of  the  Red,  White  and  Blue,"  spoken  of  elsewhere.  Tell  inci- 
dents in  the  lives  of  great  men  who  have  served  their  country 
either  as  soldier,  statesman  or  public  spirited  citizen;  tell  stor- 
ies which  commemorate  deeds  of  heroism  in  a  country's  cause, 
honor,  perseverance,  gentleness,  courtesy,  faithfulness  and 
obedience. 


720  THE   PLAN    BOOK. 

In  our  country's  history  there  are  commemorative  poems 
which  are  within  a  child's  grasp,  as  ''Barbara  Fritchie,"  by 
Whittier;  "Sheridan's  Ride,"  by  Thomas  Read;  "The  Landing 
of  the  Pilgrims,"  by  Mrs.  Hemans;  or  "Paul  Revere's  Ride," 
b}''  Longfellow,  about  which  you  may  group  the  whole  story 
of  the  Revolutionary  War. 

Such  poems  as  these,  simple,  direct,  forcible  poems  of 
heroism  with  their  martial  movement,  are  pleasing  to  the 
heroic  age  of  youth,  when  the  boy's  hero  is  an  adventurous, 
chivalrous  character. 

These  poems  and  "The  Light  Brigade,"  "The  Norman 
Baron,"  "The  Red  Thread  of  Honor,"  are  of  service  in  empha- 
sizing the  "power  of  lofty  sentiments — a  needed  lesson  in  this 
commercial  age." 

Interest  pupils  in  making  collections  of  pictures  of  war 
ships;  a  collection  of  the  Presidents  and  sketches  of  their  lives; 
firearms,  ancient  and  modern;  stamps  and  coins. 

PICTURES. 

Washington  Crossing  the  Delaware;  Washington  Review- 
ing His  Troops;  Battle  of  Bunker  Hill;  Mt.  Vernon;  The  God 
of  War. 

THE   STORY. 

Mars  is  the  God  of  War.  The  armor  of  Mars  and  the 
shield  of  Minerva,  Goddess  of  Wisdom,  were  the  work  of  Vul- 
can, the  blacksmith  of  the  Gods.  His  forges  were  supposed 
to  be  in  the  caves  of  the  volcanic  mountains  where  the  fires 
were  ready  to  heat  the  metals  for  the  armor. 

He  built  the  palace  of  the  gods  on  Mount  Olympus,  and 
the  chariot  of  Apollo. 

The  pictures  of  Vulcan  represent  him  as  short,  thick  and 
lame  in  one  foot.  He  wears  a  cap,  and  carries  a  hammer  in 
his  hand.  His  workmen  or  assistants  are  powerful  giants 
called  Cyclops. 


THE   PLAN   BOOK.  721 

READING   AND    REFERENCE. 

A  very  complete  list  of  poems,  stories,  readings  and  refer- 
ence books  to  be  used  in  connection  with  lessons  on  patriot- 
ism, and  Washington  and  Lincoln  birthday  exercises  will  be 
given  elsewhere  in  the  book.  A  number  of  references  were 
given  in  Biography  for  January  Plans. 

GEMS  TO  MEMORIZE. 
'    A  song  for  our  country,  so  grand  and  so  free, 

Our  flag  floats  untarnished  o'er  land  and  o'er  sea; 
'Tis  the  home  of  the  brave,  of  learning,  of  love; 
Our  emblem,  the  eagle;  our  spirit,  the  dove. 

PATRIOTIC  THOUGHTS. 
By  C.  PHli:,l,lPS. 

Other  countries,  far  and  near, 
Other  people  hold  most  dear, 
Other  countries  ne'er  can  be 
Half  so  dear  to  you  and  me 
As  our  own,  our  native  land, 
By  it  firmly  let  us  stand. 

HISTORICAL  THOUGHTS. 

The  riches  of  a  commonwealth 

Are  free,  strong  minds  and  hearts  of  health; 

And  more  to  her  than  gold  or  gain, 

The  cunning  hand  and  cultured  brain. —  Whittier. 

The  union  of  lakes,  the  union  of  lands 
The  union  of  States,  none  can  sever; 

The  union  of  hearts,  the  union  of  hands. 

And  the  flag  of  our  union  forever. — Lowell. 

Lives  of  great  men  all  remind  us 

We  can  make  our  lives  sublime, 
And,  departing,  leave  benind  us 

Footprints  on  the  sands  of  time. — Longfellow. 

The  heights  by  great  men  gained  and  kept, 
Were  not  attained  by  sudden  flight;        * 

But  they,  while  their  companions  slept, 

Were  tpiling  upward  in  the  night. — Longfellow. 


722  THE   PLAN    BOOK. 

OBEDIENCE — REAL  PATRIOTISM. 

BY    MADISON    BABCOCK,    SAN    FRANCISCO. 

The  first  lessoii  of  the  soldier  and  hero — obedience. 

All  proper  lessons  in  patriotism  should  first  create  respect 
and  love  for  mother  and  father,  and  brothers  and  sisters. 
This  done,  and  we  have  a  foundation  on  which  to  base  a  proper 
love  of  country.  There  is  more  of  real  value  to  the  hoys,  of 
the  countr_y  in  dwelling  with  emphasis  upon  Washington's  de- 
votion to  his  mother  than  there  is  in  the  war  history  of  all  the 
generals  we  have  had  from  Washington  to  Miles. 

Let  us  pledge  the  children  first  to  love  and  obedience  at 
home,  then  to  obedience  at  school,  and  these  done,  the  boys 
will  respect  and  reverence  the  laws  of  their  community,  their 
state,  and  their  nation. 

Our  lessons  in  patriotism  need  revision,  and  we  should 
have  a  definition  of  patriot  that,  while  it  includes  the  men  who 
fell  at  Concord  and  Bunker  Hill,  shall  not  leave  out  the 
mothers  of  the  Revolution;  a  definition  that,  while  it  takes  in 
Dewey  and  Roosevelt,  and  Sampson  and  Hobson,  shall  include 
every  boy  and  girl,  man  and  woman,  who  in  peace  or  war  is 
true  to  home  and  kindred,  and  obeys  the  laws,  be  they  of 
school,  state,  or  nation. — In  American  Primary  Teacher, 

EXAMPLES. 

Washington,  Lincoln,  Napoleon. 

If  Washington  had  followed  his  own  choice  of  profession 
instead  of  obeying  his  mother  he  probably  would  not  have 
been  our  First  President  and  the  leader  that  he  was. 

"Napoleon  said  that  his  rise  in  life  was  due  to  the  training 
of  his  will  and  self  control  which  his  mother  gave  him.  He 
was  a  hard  boy  to  manage.  But  he  said  he  learned  the  virtue 
of  obedience  from  her.  And  he  managed  to  make  his  soldiers 
obey  him,  for  he  had  first  learned  the  lesson  himself." 

OBEDIENCE. 

Obedience  is  the  key  to  freedom.  I  will  be  lord  over  my- 
self. No  one  who  cannot  master  himself  is  worthy  to  rule, 
and  only  he  can  rule. —  Goethe. 

He  who  obeys  with  modesty  appears  worthy  of  some  day  or 
other  being  allowed  to  command. — Cicero. 

All  the  good  of  which  humanity  is  capable  is  comprised  in 
obedience. — Sel. 

Obedience  is  the  key  to  every  door. — Sel, 


THE    PLAN    BOOK.  723 

CIVICS. 

PATRIOT  SONS. 

The  bright-eyed  boys  who  crowd  our  schools, 

The  kuights  of  book  and  pen, 
Weary  of  childish  games  and  moods, 

Will  soon  be  stalwart  men — 
The  leaders  in  the  race  of  life, 

The  men  to  win  applause; 
The  great  minds  born  to  guide  the  State, 

The  wise  to  make  the  laws. 

Teach  them  to  guard  with  jealous  care 

The  land  that  gave  them  birth — 
As  patriot  sons  of  patriot  sires, 

The  dearest  spot  of  earth; 
Teach  them  the  sacred  trust  to  keep, 

lyike  true  men,  pure  and  brave, 
And  o'er  them  through  the  ages  bid 

Freedom's  fair  banner  wave. 

— By  Dr.  Sani'l  F.  Smith, 

Civics  should  be  taught  in  our  schools  in  order  that  chil- 
dren may  know  what  government  means,  and  in  order  that 
they  may  make  good  citizens. 

It  will  help  them  to  love  their  country,  become  zealous 
little  patriots,  and  make  sacrifices  for  the  good  of  all. 

Do  pupils  know  the  meaning  of  civics?  Ask  them  to  de- 
fine the  word.  The  word  will  furnish  material  for  an  interest- 
ing spelling  lesson,  which  the  following  article  from  the 
American  Primary  Teacher  will  suggest : 

"Civics"  is  a  modern  application  of  the  word  ''civic"  to  the  science 
of  civil  government.  Civic  pertains  to  citizen,  and  is  from  civis,  citizen. 
It  is  really  the  same  word  from  which  we  get  city,  and  the  word  civis  is 
really  the  same  in  thought  as  the  word  from  which  "family"  comes;  that, 
in  turn,  is  really  the  same  in  thought  as  the  word  from  which  we  get 
"rest"  and  "quiet";  so  that  civics  relates  to  all  that  makes  cities  and  citi- 
z  w^  quiet  and  restful. 


724  THE   PLAN    BOOK. 

^rhe  words  akin  to  this  are, — 
Civil,  quiet,  courteous. 
Civility,  good  breeding.  ^ 

Civilize,  to  reclaim  from  a  non-civil  state. 

Civilian   one  whose  life  is  not  military,  but  peaceful  and  industrious. 
Civilization,  advanced  in  the  arts  and  sciences. 
Civilizer,  one  who  civilizes. 

Civism,  good  citizenship  for  the  sake  of  the  city's  good;  more  local 
and  restricted  than  patriotism. 

Civilizee,  one  who  has  been  civilized. 

Civilly,  in  a  civil  manner. 

Civilist,  one  versed  in  civil  law. 

Civics  pertains  to  all  that  these  words  imply. 

CIVIC   TOPICS. 

What  do  we  mean  by  patriotism? 
Name  some  patriotic  songs. 
How  many  of  these  can  you  sing? 
Name  some  patriotic  poems. 
How  many  of  these  have  you  memorized? 
Do  you  know  the  stor}^  of  our  flag?     Tell  it. 
Why  do  we  love  our  flag? 
What  day  is  called  Flag  Day?     (June  14.) 
What  is  our  flag  sometimes  called?     (Old  Glory.) 
How   many   stars  are   there   on   our  flag?       (Forty-five.) 
When  was  the  last  one  added? 
How  many  stripes  are  there?     Why? 

How  many  national  holidays  have  we?  What  is  a  na- 
tional holiday?     For  what  purpose  are  these  set  apart? 

OUR   GOVERNMENT. 

In  talks  to  pupils  tell  of  the  ways  in  which  our  govern- 
ment provides  for  our  welfare,  both  in  war  and  in  peace. 

Tell  of  the  use  of  harbors,  lighthouses,  buoys  on  reefs, 
post  office  service,  {in  connection  with  Valentiue  day),  free 
schools,  good  laws,  armies  to  defend  us,  and  freedom  to  wor- 
ship God  in  our  own  way. 

Tell  of  the  work  of  the  men  employed  in  the  service  of  the 


THE  PLAN  BOOK 


725 


IN  WASHINGTON,  D.  C 


726  THE   PLAN    BOOK. 

United  States.     Let  pupils  give  names  of  these  servants  of  the 
union. 

What  kind  of  men  must  we  have  for  soldiers  in  the  army 
and  navy?  For  life-saving  service  and  the  light  houses  along 
our  coasts?  What  is  this  life-saving  service  for?  What  does 
it  accomplish?  W^hat  is  the  navy?  What  is  a  custom  house? 
What  are  revenue  officers?  Why  is  it  necessary  to  collect 
taxes?  What  qualifications  must  these  men  have?  Would 
honesty  and  a  knowledge  of  mathematics  be  necessary?  Who 
brings  our  mail  to  the  door?  Where  is  it  brought  from? 
How  does  it  reach  the  post  office?  Who  pays  for  the  service 
of  the  letter  carriers  and  the  post  office?  (The  mone}^  paid  for 
stamps  is  used  to  defray  these  expenses.)  If  letters  are  not 
directed  carefully  what  becomes  of  them?  Where  is  the  dead 
letter  office?  What  is  done  with  them  there?  Who  is  at  the 
head  of  the  post  office  service? 

REFERENCE. 

Teachers  will  find  a  very  timely  and  useful  book  in  Jud- 
son's  Civic  Reader,  published  by  Maynard,  Merrill  &  Co., 
called  "The  Young  American." 

The  plan  of  the  book  is  to  afford  exercise  in  reading,  and 
at  the  same  time  to  give  to  young  pupils  not  going  beyond  the 
grammar  school  a  good  knowledge  of  the  structure  and  work- 
ing of  our  government;  to  make  clear  to  them  at  what  a  tre- 
mendous cost  that  government  was  formed  and  established; 
and  so  fix  in  their  minds,  through  the  words  of  our  great 
poets  and  statesmen,  the  principles  that  should  govern  us  as  a 
people. 

In  the  lessons  on  patriotism  or  in  arranging  patriotic  pro- 
grammes, two  books  which  will  be  of  value  to  teachers  in  Upper 
Grades  are  the  "Patriotic  Reader"  on  human  liberty  developed 
in  verse  and  prose,  from  various  ages,  lands  and  races,  with 
historical  notes  by  Henry  W.  Carrington,  Lippiucott  Pub.  Co., 
and  "Columbian  Selections  of  American  Patriotism  for  Home 
and  School"  with  tribute  to  Columbus,  by  Lippincott  Pub.  Co. 


I 


W,.^t*tm 


THE   PLAN   BOOK.  727 

VALENTINE  DAY. 

MESSAGES — LETTER-WRITING. 

National  and  state  life  as  a  protection  for  family  and  trade 
life — the  connection  and  interdependence  of  these  different 
phases  of  life. 

Different  kinds  of  messages,  verbal,  written,  printed,  tele- 
phonic, telegraphic.  What  man  whose  birthday  comes  this 
month  did  much  to  help  us  send  messages  much  more  quickly 
and  easily  by  means  of  his  inventions? 

Different  ways  of  delivering  messages,  by  means  of  mes- 
senger boys,  postman,  trains,  electricity,  ships,  etc. 

Bring  out  the  idea  that  in  making  this  country  what  it  is, 
our  fore  fathers  and  patriots  empowered  each  of  us  with  the 
right  to  send  messages  about,  and  a  whole  army  of  men  hired 
by  the  government  will  carry  and  distribute  them. 

With  letter  writing  in  view,  begin  the  first  of  the  month  to 
read  your  pupils  letters  from  famous  people,  as  Dickens,  Phil- 
lips Brooks,  Robert  L.  Stevenson,  Charles  Kingsley,  the  Wil- 
liam Henry  letters  of  Mrs.  Diaz  and  those  of  Washington  and 
Lincoln. 

The  day  before  Valentine  Day,  give  each  pupil  a  slip  of 
paper  containing  the  topic  which  is  to  be  prepared  for  the  next 
day.  Ask  the  pupils  to  come  prepared  with  a  talk  or  paper 
on  this  subject  and  to  illustrate  it  if  possible  with  objects  or 
pictures.  Do  not  make  a  task  of  this,  and  ask  pupils  to  keep 
their  part  of  the  day's  lesson  a  secret  from  the  others. 

On  the  slips  containing  topics  to  be  assigned  pupils,  write 
also  names  of  articles  or  give  references  which  will  be  of  use 
to  pupils  in  preparing  a  talk  or  paper. 

Now  for  the  topics  themselves.     Among  these  will  be: 

1.  St.  Valentine. 

2.  The  Carrier  Pigeon. 

3.  Our  Post  Office,  (City  or  Town.) 

4.  The  Present  Postal  System. 

5.  The  Dead  Letter  Office.  -^-^ 


728  THE   PLAN   BOOK. 

6.  The  Post  Master  General. 

7.  The  Franking  S3'stem. 

8.  Our  Postman,   (describing   uniform,  mail  bag,  route, 
hours  of  service,  salary.) 

9.  Stamps. 

10.  My  Stamp  Collection. 

11.  Paper  Making.  , 

12.  Ink  Making. 

13.  Lead  Pencils. 

14.  Pens. 

15.  Letters  written  by  Lincoln. 

16.  Letters  written  by  Washington. 

17.  Letter  writing  during  Colonial  times,  the  scroll  em- 
ployed by  Pilgrims  or  Puritans  stamped  with  wax.  Methods 
employed  in  sending  these  letters. 

18.  Indian  letter  writing  on  birch  bark. 

19.  The  Roman  tablets  and  stylus. 

20.  Parchment. 

21.  Primitive  methods  of  writing. 

22.  Ways  employed  in  transporting  mail. 

23.  Foreign  letters. 

24.  The  Newspaper. 

25.  The  Telegraph  and  Telephone. 

26.  Atlantic  Cable. 

The  Chinese  laundrymen  will  contribute  letters  to  show 
how  the  words  and  letters  are  printed  in  vertical  lines  and  read 
backward. 

Let  other  pupils  represent  the  Seven  Little  Sisters  and  imagine 
themselves  in  different  parts  of  the  world  writing  letters  to  us. 

Other  letters  showing  stamps  from  Cuba,  Philippine  Islands, 
Europe,  Asia,  etc.,  will  be  contributed  by  interested  pupils  and 
a  stamp  collection  may  be  borrowed  for  the  day. 

The  teacher  may  add  to  these  letters  and  on  Valentine 
day  the  letters  and  stair  p  collections  ma}^  be  arranged  on  the 
reading  table  and  picture  screen  for  pupils  to  examine.  Before 
calling  attention  to  these  give  a  little  talk  on  stamps. 


THE   PLAN   BOOK.  729 

STAMPS. 

Where  do  we  get  stamps?  Who  makes  them?  Where 
are  they  made?  Where  is  this  Bureau  of  Printing  and  En- 
graviug?  (See  official  guide  to  Washington,  Price  25  cts.) 
Why  do  we  need  stamps  to  send  letters?  What  becomes  of 
all  the  money  that  we  pay  for  stamps?  How  many  kinds  of 
stamps  are  issued  by  the  government?  For  what  are  the  one  cent 
stamps  used?  Two  cent?  What  is  a  special  delivery  stamp? 
How  much  does  it  cost?  A  postal  card?  Are  the  postal  cards 
all  alike?     What  do  we  call  those  which  cost  two  cents? 

Whose  pictures  do  we  find  on  stamps?  Why?  Are  all 
colored  alike?  Is  the  cost  of  sending  a  letter  to  another 
country  the  same  as  to  another  state?  What  does  a  Canadian 
stamp  cost?  Mexican?  Alaskan?  Cuban?  To  any  country  in 
Europe?  Asia?  Africa?  Why  should  they  cost  more?  What 
means  of  transportation  have  the  people  in  these  far  away 
countries?     Might  this  make  a  difference  in  the  cost? 

A   STAMP   COLLECTION. 

"Children  are  always  interested  in  the  collection  of  postage 
stamps.  Why  not  utilize  this  impulse  to  increase  their  in- 
terest in  geography  and  history?  What  historical  stories  are 
stamped  upon  the  face  of  those  little  squares  of  bright  colored 
paper,  which  are  used  to  insure  a  speedy  transmittal  and  de- 
livery of  our  letters.  The  design  upon  the  face  of  this  little 
parallelogram  has  wrought  into  it,  often,  the  successes  or  the 
agonies  of  a  nation's  lifetime.  It  has,  for  our  reading,  the 
most  condensed  history  extant.  To  study  it  aright  is  to  learn 
to  read  and  to  remember,  to  investigate  and  discriminate  with 
an  interest  keenly  alive  to  the  facts  and  the  philosophy  of  geo- 
graphy and  history.  A  class  can  hardly  begin  a  collection  of 
these  interesting  souvenirs  of  the  nations  without  its  leading 
them  to  study  more  carefully  and  with  a  keen  relish  and  in- 
terest both  the  geography  and  the  history  of  the  world." 

Ask  for  a  contribution  from  each  member  of  your  class  or 
school,  for  a  school  stamp  book  or  chart,  with  a  request  that 


730  THE   PLAN    BOOK. 

each  child  tell  you  about  tlie  stamp  he  brings.  It  may  be  only 
a  postal  card  or  note,  but  the  child  is  expected  to  know  its 
cost,  whose  picture  is  stamped  upon  it,  what  words  are  printed 
upon  it,  upon  which  side  the  address  is  to  be  written,  and  the 
message,  and  the  name  of  the  government  that  issued  it.  An- 
other may  tell  about  the  special  delivery  stamp. 

Arrange  the  one,  two,  ten  cent  and  other  stamps  upon  your 
chart.  How  many  colors  in  your  collection?  How  many  pic- 
tures of  famous  men  do  they  give?  Tell  all  about  these  men. 
Why  should  their  portraits  be  found  on  stamps  or  money? 

Then  begin  your  collection  of  fo7'eign  stamps.  This  is 
work  children  love  to  do.  As  the  stamp  is  brought  to  school 
let  the  child  whose  contribution  it  is  and  whose  interest  is 
fresh,  tell  about  the  country  from  which  it  came  and  the  jour- 
ney it  took  before  reaching  our  door.  Did  it  come  by  railroad 
or  ship?  Might  it  have  been  brought  in  a  caravan  across  the 
desert,  or  on  the  back  of  an  elephant  through  the  j  ungles  of 
Africa?  Why  not?  Did  it  cross  the  mountains?  What  peo- 
ple helped  to  bring  it  to  us? 

There  is  interesting  material  for  a  number  of  lessons  on 
letter  writing,  and  an  unlimited  opportunity  for  arousing  in- 
terest in  the  work  of  the  government  and  life  at  the  capital,  as 
well  as  modes  of  travel  and  means  of  transportation.  Show 
pictures  of  the  capitol  buildings  at  Washington,  and  tell  of  the 
work  there. 

"i'm  the  little  red  stamp.'' 

(Pupil  who  recites  this  verse  may  have  a  large  postage  stamp  drawn  with  the 
right  colors  on  manila  paper,  to  hold  before  the  audience. ) 

I'm  the  little  red  stamp  with  George  Washington's  picture; 

And  I  go  wherever  I  may, 
To  any  spot  in  George  Washington's  land; 

And  I  go  by  the  shortest  way. 
And  the  guns  of  wrath  would  clear  my  path — 

A  thousand  gims  at  need — 
Of  the  hands  that  should  dare  to  block  my  course 

Or  slacken  ray  onward  speed.  — Sam  Walter  Foss. 

(Appropriate  gestures  here.) 


I'HK  PLAN   BOOK.  731 

READING. 

Little  Post  Boy,  Cyr's  Fourth  Reader. 

The  Little  Post  Boy,  Bayard  Taylor.  New  Era  Fourth 
Reader. 

The  Atlantic  Cable,        New  Era  Fourth  Reader. 

Morse  and  the  Telegraph,         "         "  " 

Paper  Making, 

Tracing  a  Letter,  Information  Reader,  No.  4,  Boston 
Supply  Co. 

From  Paper  Mill  to  Treasury,  "  **  " 

The  Post  Office,  "  "  " 

A  SCHOOL  POST  OFFICE. 

Before  Valentine  day,  or  when  letter  writing  is  begun,  di. 
vide  the  school  into  two  sides  or  parties  and  let  each  nominate 
a  candidate  for  the  office  of  post  master. 

His  election  by  ballot  will  furnish  a  lesson  in  civics.  His 
term  of  office  may  be  for  one  month,  or  for  a  period  decided  by 
the  pupils. 

He  delivers  the  letters,  cancels  the  stamps  and  sends  to  the 
dead  letter  office  the  letters  which  are  not  properly  addressed. 

The  dead  letter  office  may  be  the  teacher's  desk. 

The  pupils  may  write  to  some  pupil  friend  in  school,  or 
some  absent  sick  pupil. 

The  letters  should  be  properly  addressed  and  stamped  with 
make  believe  stamps  from  gummed  sheets  of  red  paper,  but 
left  unsealed.  They  may  then  be  dropped  into  the  school  mail 
box. 

The  letters  may  be  looked  over,  and  mistakes  noted  by  the 
teacher,  after  school  hours,  and  then  the  letters  returned  to  the 
box.     The  letters  are  delivered  next  day. 

MONTHLY  LETTERS. 

After  your  talk  on  letters  and  letter  writing  ask  your  pupils 
to  write  a  letter  to  you  the  last  day  of  each  month .  Tell  them 
that  you  will  answer  these  letters,  and  after  correcting  their 
mistakes  return  their  ov/n,  which  are  to  be  kept  until  the  end 


THE  PLAN   BOOK.  733 

of  the  year.  In  this  way  they  will  be  able  to  note  improve- 
ments themselves.  The  mistakes  made  in  the  letters  of  the 
pupils  will  guide  the  teacher  in  a  series  of  lessons  on  letter 
writing,  and  furnish  material  for  spelling  lessons  as  well. 

This  monthly  letter  may  also  be  used  as  a  means  of  dis- 
cipline. Tell  the  pupils  that  you  wish  to  tell  them  some 
things  about  their  work,  some  pleasant  and  some  otherwise, 
which  you  think  they  would  prefer  to  have  told  in  a  letter, 
than  publicly. 

In  answering  these  letters  speak  of  the  things  that  have 
pleased  you  in  their  conduct  and  lessons,  or  point  out  the  weak 
points  in  deportment  and  work. 

MONEY   OR   COINS. 

The  study  of  coins,  as  well  as  the  study  of  stamps,  leads  to 
the  development  of  habits  of  close  orbservation,  and  robs  all 
historical  and  geographical  study  of  its  dullness. 

This  subject  may  be  taken  up  in  connection  with  lessons 
on  metals,  or  while  on  our  trip  to  Washington.  Ask  pupils 
to  bring  their  collections  of  coins  to  school,  and  tell  the  class 
about  the  history  of  each  coin. 

Talk  about  the  coins  in  circulation  in  our  own  country. 
Where  are  they  made?  How  are  they  put  in  circulation? 
Who  makes  them?  What  are  the  materials  used?  What 
motto  is  found  on  some  of  them?  What  bird  is  sometimes 
stamped  upon  them?  What  is  the  largest  silver  coin  we  have? 
The  smallest?  What  pieces  of  money  are  made  of  copper? 
What  other  money  do  we  use?  Why  not  have  all  money 
made  of  paper?     Of  metal? 

Do  all  countries  have  the  same  coins?  How  many  have 
seen  a  shilling?  Where  is  it  used?  A  franc?  Where  did  it 
come  from? 

What  money  did  the  Indians  use?  The  Eskimo?  Visit 
the  Mint,  and  let  pupils  describe  money  making.  Articles 
describing  money  making  may  be  found  in  the  Information 
Reader  No.  4,  published  by  the  Boston  School  Supply  Co. 


734  THE   PLAN   BOOK. 

IMAGINARY  JOURNEY  TO  WASHINGTON. 

The  lessons  on  letter  writing,  stamps,  coins,  etc.,  will  lead 
to  a  desire  to  visit  the  post  office  and  other  departments  at 
Washington,  the  capital. 

For  suggestions  as  to  this  trip  see  article  on  the  "Travel 
Class"  in  September  Plan  Book,  page  101. 

On  arriving  at  Washington  ask  pupils  to  tell  you  what 
person  in  Washington  they  would  like  to  see  first.  Upon 
whom  would  they  like  to  call?  Where  would  they  be  apt 
to  find  the  President?  What  is  the  building  called  where  he 
makes  his  home  while  in  Washington?  In  what  direction 
must  we  go  to  find  this?  In  what  part  of  the  city,  on  what 
avenue  will  we  find  the  White  House? 

PLAN   FOR   STUDYING   WASHINGTON. 
What  is  the  capital  of  a  country? 

1.  Location:  In  country.  Part  of  country.  Natural  advan- 
tage of  location.  Why  located  so  far  from  the  center  of  the 
United  States. 

2.  Importance:     For  what  especially  noted? 

3.  Size:  Population.  Area  compared  with  other  cities  in 
the  same  country. 

4.  History:  When  and  by  whom  settled?  Who  was  the 
first  President  who  lived  in  Washington?  (John  Adams.) 
What  President  lives  there  now? 

5.  Plan  of  the  city:  General  outline  of  the  city  as  a 
whole.  What  can  you  say  of  the  plan?  Why  were  so  many 
small  parks  placed  thro'  the  city?  Arrangement  of  streets. 
Business  section.     Home  section.     Rich.     Poor. 

6.  Important  sights  of  the  city:  White  House.  The 
Capitol.  The  Arsenal.  Observatory.  Washington  Monu- 
ment. Smithsonian  Institute.  Pennsylvania  Avenne.  Mary- 
land Avenue.  New  Jersey  Avenue.  Delaware  Avenue. 
North  Capitol  of  Street.  South  Capitol  of  Street.  East 
Capitol  of  Street.  Potomac  River.  Long  Branch.  Arlington 
Heights.     East  Branch.     Rock  Creek.     Georgetown.    Which 


THE   PLAN    BOOK.  735 

is  the  most  interesting  part  of  Washington?  Describe  Wash- 
ington Monument.  Draw  map  of  Washington  and  number 
these  places  of  interest. 

7.  General  Facts:  Method  of  transportation.  Method  of 
lighting.  Water  supply.  Sewerage.  Cleaning  of  streets. 
Churches.     Libraries.     Schools. 

Reference  Books:  Carpenters'  Geographical  Geography; 
Standard  Guide  of  Washington,  Foster  &  Reynolds,  price, 
25  cents;  St.  Nicholas,  June  '93;  The  World  and  Its  People, 
Book  III;  The  Century  Book  For  Americans;  The  Story  of  the 
Government,  Eldredge  Brooks;  Our  Own  Country  Book  III., 
The  Post  Office  Information  Reader  No.  4;  Mint  Machines  and 
Making  Money;  The  Capitol;  Mount  Vernon  and  Washington's 
Birthplace,  in  Youths'  Companion  Sup.  Reading  No.  16. 


GEORGE   WASHINGTON. 

OUTLINE  FOR  STUDY. 

1.  For  What  Noted. — First  President  of  the  United 
States.     Commander-in-Chief  of  the  Revolutionary  War. 

2.  Birtk.— Born  Feb.  22,  1732,  in  Virginia,  at  Wakefield. 
This  was  on  the  Potomac  River,  about  thirty  miles  from 
Fredericksburg.  The  plot  of  ground  at  Wakefield  has  since 
been  purchased  by  Congress,  and  the  spot  is  now  marked  by  a 
marble  shaft.  The  house  in  which  Washington  was  born  was 
destroyed  by  fire  in  1743,  and  only  a  ruined  chimney  remains i 
to  mark  the  place  of  the  house. 

Show  picture  of  this  home. 

3.  Family. — Augi^stine  Washington,  the  father,  was  of 
English  descent.  He  died  when  George  was  eleven  years  old. 
The  mother,  Mary  Ball  Washington,  was  a  famous  Virginia 
belle.  George  had  three  brothers  and  sisters,  younger  than 
himself. 


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THE    PLAN    BOOK.  737 

4.  Early  home. — Show  picture  of  home  by  the  Rappahan- 
nock river. 

When  the  home  at  Wakefield  was  burned  the  family 
removed  to  an  estate,  a  plantation. 

Most  of  the  people  then  lived  on  big  plantations.  Owners 
raised  what  was  needed,  with  the  assistance  of  slaves.  There 
M'^ere  no  mills  or  factories,  and  wool  and  flax  was  converted  into 
cloth  and  clothing  on  the  farms  or  plantations,  by  the  women 
and  slaves. 

There  were  no  good  roads  and  traveling  was  done  on  foot, 
horseback,  or  b}^  means  of  boats.  For  this  reason  people  lived 
near  a  river  or  lake. 

Virginia  was  then  a  colony.  Had  only  a  few  small  towns. 
There  were  no  United  States.  There  were  but  thirteen  col- 
onies.    Laws  were  made  by  the  King  of  England. 

5.  Boyhood. — Fond  of  athletic  sports.  Favorite  game  was 
soldier.  Was  tall,  strong  and  industrious.  Early  education 
directed  by  his  mother.  To  her  training  he  owed  much  of  his 
self  command,  carefulness  and  neatness.  Mrs.  Washington 
was  an  excellent  manager,  but  severe. 

Washington  was  truthful,  polite  and  considerate  for  others. 
Formulated  a  number  of  rules  of  conduct,  when  a  boy.  Learn 
them. 

6.  Youth. — Studied  surveying.  Went  to  live  with  his 
brother  Lawrence  at  Mount  Vernon,  on  the  Potomac  river. 
Worked  at  surveying  three  years.  Tell  about  the  Fairfax 
friends.  Life  in  the  woods.  Quality  of  his  work.  Character 
exhibited. 

Major  in  a  company  at  nineteen.  An  aid-de-camp  to  Brad- 
dock  at  tw^enty-three.  Fought  in  French  and  Indian  war. 
Mission  to  Ohio.     Fort  Necesssity.     Character  exhibited. 

7.  Manhood. — At  twenty-seven  married  Mrs.  Martha 
Custis  and  came  to  Mount  Vernon.  Describe  personal  appear- 
ance. Financial  resources.  At  forty-three  was  chosen  Com- 
mander-in-Chief of  Army.  Personal  sacrifice  involved  in  ac- 
cepting office.     Work  at  Boston;  at  Trenton  and  Princeton;  at 


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THE   PLAN   BOOK. 


739 


Valley   Forge;   his   resignation.      Declined   to  become  king. 
Character  exhibited.     Becomes  private  citizen. 


^y^ouN]- Vernon 


8.  Preside7it. — In  1 787  became  pre-iident  of  the  convention 
that  framed  the  constitution  of  the  United  States.  In  1789 
was  chosen  first  President  of  the  United  States.  Personal  sac- 
rifice involved  in  accepting  office. 

Describe  life  at  the  White  House.  Colonial  Dress.  Modes 
of  Travel,  etc.  Most  important  events;  Preparation  for  mili- 
tary and  civil  life.  Washington  as  a  flag  maker.  Two  term? 
as  President.  Declined  to  be  made  king.  Visit  to  Boston. 
Farewell  address.     Character  exhibited. 

9.  Death  and  Last  Resting  Place. — Last  days.  Buried  at 
Mount  Vernon  with  his  wife.  Describe  the  Mount  Vernon  as 
it  is  to-day.  Who  has  charge  of  it?  How  far  distant  from 
Washington  City?     How  one  reaches  it  from  that  place. 

Describe  the  furniture,  the  gardens,  the  fine  old  trees,  the 
servants'  quarters;  the  old  coach.  Are  any  slaves  there  to-day? 
V/hy  not? 

Describe  the  Washington  Monument  in  the  city  of  Wash- 
ington. 


WABHINQTON  ON  HORSEBACK- 


THE  PLAN   BOOK.  741 

-  Pictures  of  Mt.  Vernon  to-day.     Washington  Monument. 

A  helpful  article  on  Mt.  Vernon  as  it  is  to-day  will  be  found 
in  School  Education,  Feb.  '99. 

10.  Conclusiofj. — Compare  the  life  of  Washington  with 
that  of  Lincoln.  Qualities  possessed  in  common — honesty, 
truthfulness,  kindness,  etc. 

Washington  rich,  with  pleasant  home  surrounded  by  re- 
fined and  cultivated  friends;  Lincoln  very  poor,  from  wretched 
home,  living  among  ignorant  people;  almost  no  opportunities 
for  education. 

They  became  the  greatest  men  in  our  history,  the  one  as  a 
builder  and  the  other  as  the  preserver  of  our  nation.  Did  the 
circumstance  of  wealth  or  poverty  have  any  weight  in  deter- 
mining real  character  here? 

Readi7tg  Lessons. — Third  Grade.  Stories  of  Washington's 
Boyhood  and  Manhood,  A  History  Reader  for  Elementary 
Schools,  by  L.  L.  W.  Wilson,  Macmillan  Co.  Stories  of  Was- 
hington, Through  the  Year,  Book  II.,  Silver,  Burdette  &  Co. 
George  Washington  and  the  Corporal,  Baldwin's  Third  Reader. 
George  Washington,  Normal  Third  Reader.  The  Home  of 
Washington,  Normal  Third  Reader.  Washington's  Monu- 
ment, Normal  Third  Reader. 

Fourth  and  Fifth  Grades.  Washington's  Rules  of  Be- 
havior, The  New  Century  Fourth  Reader,  Rand,  McNally  Pub. 
Washington  in  the  Wilderness,  Harper's  Fourth  Reader. 
Washington  the  Surveyor,  Harper's  Fourth  Reader.  Wash- 
ington's Address  to  His  Troops,  Cyr's  Fourth  Reader.  Char- 
acter of  Washington,  Cyr's  and  Harper's  Fifth  Reader.  Stories 
of  Washington,  Normal  Fourth  and  Fifth  Readers.  Story  of 
Washington's  Life,  in  Primary  History  of  United  States  by 
Charles  Morris,  Published  by  J.  B.  Lippincott  Company,  (a 
very  excellent  book).     The   Life  of  Washington,  by  Baldwin. 

References  for  Washington. — The  Story  Hour,  Wiggin. 
Life  of  Washington,  Washington  Irving.  Stories  of  Our 
Country,  Johonnot.  Stories  of  Our  Country,  Mrs.  Monroe. 
Story  of  Washington,  Mary  E.  Seelye.      American  History 


742  THE   PLAN    BOOK. 

Stories,  Mara  Pratt.  Higginson's  Young  Folk's  History. 
Stories  of  American  History,  Dodge.  Ten  Great  Events  in 
History,  Johonnot.  Ten  Bo3's  of  Greenawa}-  Court,  D.  Apple- 
ton  &  Co.  Ten  Boys  (Yankee  Boys),  Andrews.  Col.  Allan 
and  His  Boys,  Mary  L.  Pratt.  ^A  Little  Hero,  Mary  L.  Pratt. 
A  Daring  Girl,  Mary  L.  Pratt.  The  Boston  Boys,  Mary  L. 
Pratt.  A  Brave  Girl,  Stories  of  American  Life  and  Adventure, 
American  Book  Co.  Elizabeth  Zane,  American  Book  Co. 
The  Children  Before  the  War,  in  Stories  of  Colonial  Children. 
The  War  Horse  Tells  His  Story,  Cyr's  Fourth  Reader.  A 
National  Flag,  Cyr's  Fourth  Reader.  A  Stor}-  of  the  Flag, 
C3^r's  Fourth  Reader.  Patriotism,  New  Century  Fourth  Reader. 
Soldiers'  Reprieve,  New  Century  Fourth  Reader. 

Magazine  Articles. — Kindergarten  Magazine,  Vols.  I,  H, 
III,  IV,  V;  Greenawa}'  Court,  Putnam's  ^lagazine;  New  Eng- 
land History  Record,  Vol.  14;  New  Leaf  From  Washington's 
Life,  St.  Nicholas,  March,  1887;  Republican  Court,  Wide 
Awake,  July,  '89;  The  Anecdotal  Side  of  Washington,  Ladies' 
Home  Journal,  May,  '99  and  July,  '99;  Washington  as  an 
Athlete,  St.  Nicholas,  March,  '89;  Washington's  English 
Home,  Wide  Awake,  July,  '84;  Some  Birthdays  of  Washing- 
ton, February,  '92,  Harper's  Young  People;  Washington  and 
Latter  Day  Manners,  Wide  Awake,  September,  '89;  Washing- 
ton in  Youth,  Harper's  Young  People,  February  20,  '83;  A 
Visit  to  Mt.  Vernon,  School  Education,  February,  '99;  The 
Philadelphia  Monument  and  a  Visit  to  the  Home  of  Betty 
Ross,  February,  '99,  Primary  Education. 

Patriotic  Poefns. — Paul  Revere's  Ride,  Longfellow;  The 
Flower  of  Liberty,  O.  W.  Holmes;  Stanzas  on  Freedom,  J.  R. 
Lowell;  Crown  Our  Washington,  Hezekiah  Buttervvorth;  The 
Name  of  Old  Glory,  J.  W.  Riley;  The  Better  Way,  Susan 
Coolidge;  Our  Heroes,  Alice  Cary;  The  Building  of  the  Ship, 
Longfellow;  Union  and  Libert}^,  O.  W.  Holmes;  Freedom,  Our 
Queen,  O.  W.  Holmes;  Barbara  Fritchie,  Whittier;  God  Bless 
Our  Stars  Forever,  Benj.  F.  Taylor;  Concord  Battle  Hymn, 
Drake;  My  Country,  Geo.  W.    Belhune;    Speak    Boldly,  W. 


THE  PLAN   BOOK.  743 

Orland  Borne;  Love  of  Country,  Walter  Scott;  Barbara 
Fritchie,  a  Flag  Heroine;  Commemoration  Ode,  Holmes. 

Stories. — The  Bravest  Man  in  the  Regiment,  Harper's 
Fourth  Reader;  The  Story  of  Philip  Nolan  or  The  Man  With- 
out a  Country,  by  B.  W.  Hale,  Cyr's  Fifth  Reader;  General 
Gage  and  the  Boston  Boys;  Boston  Tea  Party;  Col.  Ellsworth, 
the  Flag  Hero. 

Invitations. — If  special  exercises  are  to  be  held  on  Wash- 
ington's birthday  and  guests  invited,  invitations  may  be  issued. 
Place  the  form  of  invitation  upon  the  board,  naming  the  day 
and  hour  at  which  you  wish  to  begin  the  exercises.  This 
may  be  given  to  pupils  as  a  lesson  in  letter  writing. 

If  the  children  in  Washington's  time,  or  school,  had  written 
invitations  to  parents  to  visit  school  exercises,  would  the  same 
kind  of  paper  and  envelopes  have  been  used,  that  w^e  are  using 
today?  Were  envelopes  used  then?  What  was  used  instead? 
Read  the  pupils  bits  of  description  of  early  life  and  customs, 
from  "Lincoln  and  Washington  Book"  by  Lydia  Avery  Coon- 
ley.     A.  Flanagan,  Pub. 

As 

The  letters  had  no  envelopes, 

Each  paid  a  quarter  tax; 
They  wrote  on  large  sheets,  folded  them, 

And  sealed  with  bright  red  wax. 

Read  one  of  the  forms  of  invitations  used  in  Washington's 
time  and  compare  with  the  form  used  today  for  a  similar 
function.  Ask  pupils  if  they  would  prefer  to  send  an  old  time 
form  of  invitation  and  fasten  the  notes  with  red  wax  seals. 
This  last  bit  of  work  may  be  attended  to  by  the  invitation 
committee.  Some  pupil  will  be  sure  to  have  some  red  sealing 
wax  which  may  be  used  for  this  purpose. 

Tell  of  the  letters  written  by  Washington  as  a  child,  and 
preserved  and  exhibited  to  this  day,  with  his  copy  books  ,and 
journals  which  were  models  of  neatness. 


744 


THE  PLAN   BOOK. 


4rn 


SOUVENIRS  FOR  LINCOLN'S  AND  WASHINGTON'S 

BIRTHDAYS. 


Let  pupils  make  silhouettes  with  brush  and  ink  or  mimeo- 
graph copies  of  these  silhouettes,  and  fill  in  outline  with  brush 
and  ink.  The  silhouettes  may  also  be  given  the  pupils  to  cut 
from  white  or  black  paper  as  an  exercise  in  free  hand  cutting. 

These  may  then  be  mounted  on  gray  or  white  cardboard 
cut  in  the  shape  of  a  shield,  a  hatchet  (for  Washington)  or  a 
shovel  (for  Lincoln),  as  it  is  suggestive  of  his  earliest  efforts 
at  writing.  In  the  top  of  the  shield  or  in  the  handles  of  the 
hatchet  and  shovel  may  be  tied  a  loop  and  knot  of  ribbon. 

An  eagle  may  be  cut  from  cardboard  also,  and  used  as  a 
background  for  the  silhouettes.  An  outline  of  one  may  be 
made  from  one  of  the  pictures  given  in  "Birds  and  Nature." 

If  pupils  make  and  color  the  flag  with  water  colors,  a  tiny 
silhouette  of  Washington  or  Lincoln  may  be  cut  from  white 
paper  and  pasted  upon  the  field  of  blue,  among  the  stars,  or  in 
place  of  the  stars,  which  the  pupils  find  difficult  to  make. 


THE   PLAN   BOOK.  745 

In  the  May,  '99,  Ladies'  Home  Journal  will  be  found  an 
article  called  "The  Anecdotal  Side  of  George  Washington." 
This  is  illustrated  with  fifteen  dainty  pictures,  about  the  size 
of  a  silver  dollar.  These  pictures  may  be  cut  out,  mounted  on 
cards  and  the  anecdote  which  each  illustrates  pasted  under  it, 
or  on  the  back  of  the  card.  One  set  should  be  kept  for  the 
school  room,  but,  if  pupils  can  secure  two  or  more  extra  copies 
of  this  number  of  the  Journal,  these  pictures  may  be  cut  out, 
pasted  on  bits  of  white  cardboard  cut  in  any  shape  desired,  and 
one  presented  to  each  guest  as  a  remembrance  of  Washing- 
ton's birthday.  A  bit  of  red,  white  and  blue  ribbon  fastened 
in  the  top,  to  hang  it  up  by,  will  add  to  the  attractiveness  of 
the  card. 

Other  illustrated  articles  which  may  be  of  use  for  this  pur- 
pose may  be  found  in  The  Ladies'  Home  Journal,  July,  1899. 
"When  Washington  Was  Married,"  October,  1899;  "The 
Last  Years  of  Washington,"  December,  1898;  "Washington's 
Christmas  at  Valley  Forge,"  February,  1898;  "The  Home 
Life  of  Washington,"  and  "With  Washington  in  the  Minuet. 


Strike,  strike,  O  Liberty,  thy  silver  strings, 

And  fill  with  melody  the  clear  blue  sky; 
Give  swell  to  chorous  full — to  gladness  wings, 

And  let  swift  heralds  with  the  music  fly! 
Faint  not,  nor  tire;  but  glorify  the  record, 

Which  honors  him  who  gave  the  nation  life; 
Grand  faith  was  that  to  inspire  our  sires. 

And  honor  him  so  true  with  chief  command, 
And  fervid  be  our  joy,  while  beacon  fires 

Do  honor  to  this  hero  through  the  land. 

— Henry  D.  Carrington. 


THE  PLAN   BOOK.  747 

ABRAHAM  LINCOLN. 

OUTLINE  FOR  STUDY. 

1.  For  What  Noted. — Sixteenth  president  of  the  United 
States. 

Signed  Emancipation  Proclamation  abolishing  slavery  in 
the  United  States. 

2.  Birth. — Born  in  a  log  cabin,  Kentucky,  Feb.  12,  1809. 

3.  Family. — Parents  poor  and  ignorant.  Father,  Thomas 
Lincoln;  Mother,  Nancy  Hanks  Lincoln. 

4.  Boyhood. — Fond  of  reading  and  study.  Tall,  strong, 
very  kind  hearted.  Opportunities  for  education  limited. 
Passion  for  reading  and  study.  Skillful  with  his  axe.  Became 
surveyor. 

5.  Manhood. — Studied  law.  Elected  to  Illinois  Legis- 
lature. Opposed  slavery.  Elected  to  United  States  Congress. 
Became  President.  Made  Thanksgiving  a  National  Holiday. 
Story  of  the  Civil  War.     Emancipation  Proclamation. 

6.  Death  of  Lincoln.     Burial  and  Monuments. 

7.  Comparison  with  the  life  of  Washington. 

READING    LESSONS.      THIRD    GRADE. 

Stories  of  Lincoln's  Boyhood  and  Manhood.  A  History 
Reader  for  Elementary  Schools,  by  L.  L.  W.  Wilson,  Mac- 
Millan  Company. 

Stories  of  Lincoln,  Through  the  Year,  Book  II.,  Silver, 
Burdette  &  Co. 

Stories  of  Lincoln,  New  Era  Third  Reader. 

EOUETH    AND    FIFTH    GRADES. 

Lincoln's  Gettysburg  Speech.     Cyr's  Fourth  Reader. 
The  Hand  of  Lincoln.     Harper's  Fifth  Reader. 
The  Second  Inaugural  Address.     New  Era  Fifth  Reader 
and  Harper's  Fifth  Reader. 

Gettysburg  Address.     New  Era  Fifth  Reader. 


748  THE    PLAN   BOOK. 

Address    at    the    Dedication    of    Gettj^sburg     Cemetery. 
Baldwin's  Sixth  Reader. 

O,  Captain,  My  Captain!     Harper's  Fifth  Reader. 
Primary  History  of  the  United  States,  by  Charles  Morris. 
Published  by  J.  B.  Lippincott  Company,  Philadelphia. 


MT.  VERNON  BELLS. 
Tune:  "Massa's  in  de  Cold,  Cold  Ground." 

Where  Potomac's  stream  is  flowing 

Virginia's  border  through, 
Where  the  white-sailed  ships  are  going, 

SaiHng  to  the  ocean  blue; 
Hushed  the  sound  of  mirth  and  singing — 

Silent  every  one! 
While  the  solemn  bells  are  ringing, 
By  the  tomb  of  Washington. 
Chorus. — 

Tolling  and  knelling, 

With  a  sad,  sweet  sound, 
O'er  the  waves  the  tones  are  swelling, 
By  Mount  Vernon's  sacred  ground. 

Long  ago  the  warrior  slumbered — 

Our  country's  father  slept; 
Long  among  the  angels  numbered — 

They  the  hero  soul  have  kept. 
But  the  children's  children  love  him, 

And  his  name  revere, 
So,  where  willows  wave  above  him, 

Sweetly,  still,  his  knell  you  hear. 
Chorus. — 

Sail,  O,  ships,  across  the  billows, 

And  bear  the  story  far; 
How  he  sleeps  beneath  the  willows, 

"First  in  peace,  and  first  in  war" 
Tell  while  sweet  adieus  are  swelling, 

Till  you  come  again. 
He  within  the  hearts  is  dwelling. 

Of  his  loving  countrymen. 

Chorus. —  —J/.  B.  C.  Shade. 


THE   PLAN    BOOK. 


74^^ 


FEBRUARY  SCIENCE  LESSONS. 


'T*^^>^t*-*t^^» 


The  Earth. 

The  weather,  temperature. 

Clouds,  condensation,  evaporation. 

The  heavens. 

Related  lessons  on  light  and  heat. 


PLANT  LIFE. 


Things  to  find  out. 
The  tea  plant. 
The  coffee  plant. 

ANIMAL  LIFE. 

The  dove  or  carrier  pigeon. 

Related  lessons  on  messages. 

The  eagle. 

The  dog.     The  horse. 

The  camel.     The  elephant. 

Related  lessons  on  modes  of  travel. 

MINERALS. 

Limestone,  Marble,  Salt. 

POEMS. 

In  February,  Poetry  of  the  Seasons. 
February,  Poetry  of  the  Seasons. 
February  Rain,  Poetry  of  the  Seasons. 
An  Afternoon  in  February,  Longfellow, 
February,  Frank  D.  Sherman. 


750  THE    PLAN    BOOK. 

FORAIS  AND  PHASES  OF  NATURE. 

THE  EARTH. 

(See  questions  in  January  Plan  Book,  page  602.) 

APPEARANCE   OF   LANDSCAPE   IN    FEBRUARY. 

What  season  closes  with  this  month?  What  season  comes 
after  this  month?  Have  you  noticed  any  signs  of  spring  yet? 
What  are  they?  Where  does  the  snow  melt  first?  Last?  Any 
rain  or  snowstorms  this  month? 

When  does  it  begin  to  thaw?  Has  the  river  changed  in 
appearance?  Has  the  ice  melted?  Notice  the  current.  In 
what  way  does  it  differ  from  the  river  as  seen  in  September? 
February  has  been  called  the  "gulf  stream"  of  winter.  When 
it  rains  in  February,  the  farmers  say  winter  is  over. 

Has  February  any  days  as  cold  as  January?  Has  the 
ground  frozen  at  all?  What  makes  it  freeze?  What  is  it  that 
freezes?  How  deeply  has  it  frozen?  How  deeply  does  it  ever 
freeze? 

THE   WEATHER. 

Watch  the  daily  papers  for  weather  probabilities.  Ask 
pupils  to  cut  them  out  and  bring  them  into  the  class  for  dis- 
cusssion.  February  has  many  weather  signs.  Study  them. 
What  is  Candlemas  day?  What  is  ground  hog  day?  There 
is  an  old  saying  that  tells  us  that,  if  Candlemas  day  is  dry 
and  fair,  the  half  of  winter  is  yet  to  come.  If  this  day  is  wet 
and  stormy,  the  half  of  winter  is  gone  at  Christmas. 

Give  talks  on  the  protection  afforded  from  weather  by  the 
government.  Tell  of  the  Signal  Service,  the  Life  Saving 
Service  on  coasts. 

The  following  questions  on  the  weather  record  are  by  Nel- 
lie Allen,  in  American  Primary  Teacher: 

TEMPERATURE. 

Is  the  temperature  rising  or  falling? 

At  what  time  of  the  day  is  the  temperature  highest? 

Why  is  it  not  highest  exactly  at  noon? 

Is  it  warmer  at  sunrise  or  sunset,  and  why? 


THE    PLAN    BOOK.  751 

In  what  week  or  month  have  there  been  the  greatest  changes  in  the 
temperature? 

At  what  temperature  has  most  rain  fallen?     The  most  snow? 

Compare  the  average  temperature  for  different  months.  For  different 
weeks. 

Which  registers  the  highest?  The  lowest  ?  Notice  increase  or  de- 
crease in  temperature. 

Which  month  is  the  average  temperature  of  this  most  like? 

What  are  the  extremes  of  temperature  for  this  month?  Through 
how  many  degrees  has  the  mercury  ranged?  How  many  degrees  was  it 
lower  last  month?     How  many  degrees  higher? 

What  pupils  live  on  high  hills?  Who  live  in  valleys?  What  children 
live  between? 

What  did  the  thermometer  register  at  each  of  these  houses? 

Which  place  was  warmest?     Coldest? 

What  two  pupils  live  side  by  side? 

Was  there  any  difference  in  temperature  at  these  places? 

On  what  side  of  the  houses  do  the  thermometers  hang? 

Who  has  relatives  in  Maine?  How  does  their  temperature  compare 
with  ours?     In  what  direction  is  Maine  from  us? 

Who  knows  anyone  in  Florida  or  some  other  Southern  state?  Com- 
pare the  temperature  there  with  ours.     In  what  direction  is  Florida? 

Who  has  relatives  or  knows  people  living  in  South  Dakota,  Minne- 
sota, or  Nebraska,  or  some  other  inland  state  in  about  the  same  latitude? 
Compare  the  temperature  of  these  places  with  yours.  Which  are  nearer 
to  the  ocean,  they  or  you? 

How  was  the  temperature  at  the  beginning  of  the  storm?  During 
the  storm?     Did  it  change  after  the  storm? 

CLOUDS. 

How  many  clear  days  have  we  had  this  week  without  a 
cloud?  This  month?  How  many  cloudy  days  without  sun? 
What  kind  of  clouds  have  you  seen?  Describe  and  give 
names.  During  what  kind  of  weather  did  you  see  each? 
What  colors  have  you  seen  in  the  clouds?  What  pictures? 
When  are  the  clouds  most  beautiful?  What  kind  of  cloud 
comes  before  a  rain?      After  a  storm? 

Are  the  clouds  of  the  same  kind  now  that  they  are  in  Sep- 
tember?    Higher  or  lower?      Which  kind  are  most  common 


752  THE   PLAN    BOOK. 

this  moutli?  How  far  away  are  the  clouds?  What  do  you 
call  them  when  they  rest  on  the  earth? 

Are  snow  clouds  like  rain  clouds? 

Compare  months  in  amount  of  cloudiness. 

Have  you  noticed  any  new  forms  of  cloud  this  month  or 
week? 

Which  clouds  mean  wind?     Rain?     Snow? 

Were  the  coldest  days  cloudy  or  clear? 

EVAPORATION,  CONDENSATION,  CLOUDS. 

Materials — Alcohol  lamp;  tea  kettle,  or  tin  dish;  plates; 
salt. 

OBSERVATION. 

Question  pupils  as  to  what  becomes  of  the  snow  on  the 
ground,  the  water  on  the  sidewalk  and  streets,  in  the  ditches, 
ponds  and  rivers.  If  pupils  "have  bulbs  in  jars  in  the  win- 
dows or  aquariums,  they  will  perhaps  have  noticed  that  the 
water  evaporates.  If  not,  call  attention  to  these  and  ask  them 
in  regard  to  this,  and  further  illustrate  evaporation  by  pour- 
ing water  on  the  floor  where  the  sun  can  strike.  Or  place  a 
pan  or  kettle  of  water  over  a  spirit  lamp  and  ask  pupils  to 
watch  it. 

Let  pupils  make  experiments  for  themselves,  as  wetting 
handkerchiefs,  pieces  of  paper,  sponges,  washing  a  portion  of 
the  blackboard,  and  watching  result,  etc.  How  did  this  water 
change  before  it  passed  into  the  air?  What  makes  water 
change  into  gas  or  vapor?  From  what  sources  can  this  heat 
come?  Which  is  the  quickest  way  to  change  water  to  vapor, 
by  evaporation  or  by  boiling? 

Experiment.  Place  a  shallow  dish  of  water  in  the  sun- 
light, another  on  the  register  and  another  over  the  fire  or 
spirit  lamp.  Let  pupils  find  out  for  themselves  that  the  more 
we  heat  a  liquid,  the  faster  it  is  changed  into  gas  or  vapor. 

Put  fresh  green  leaves  in  a  glass  jar  and  cover  tightly. 
What  gathers  on  the  sides  of  the  jar?     Where  did  this   moist- 


THE   PLAN    BOOK.  753 

nre  come  from?  Notice  3^our  breath  whicli  takes  on  the  form 
of  steam  when  you  are  out  on  a  very  cold  day,  or  of  very  tiny 
drops  of  water  if  you  breathe  upon  a  cold  glass. 

This  vapor  is  given  off  by  every  living  animal  or  plant. 
It  rises  from  land  and  water,  the  sun  being  the  source  of  heat 
which  causes  it  to  rise.  This  vapor  which  is  constantly  in  the 
air  is  necessary  for  the  use  of  plants  and  animals  in  breathing. 

Call  the  pupils'  attention  to  the  force  required  to  make  the 
lid  of  the  tea  kettle  rise.     What  does  this? 

Tell  the  story  of  James  Watts,  who  as  a  boy  sat  in  the 
kitchen  at  home  and  studied  about  this  very  matter.  He  de- 
cided that  if  steam  had  strength  or  force  enough  to  move  the 
lid  of  the  kettle  it  could  move  other  things. 

The  result  of  his  observation  in  this  direction  was  the 
modern  condensing  steam  engine,  which  makes  it  possible  for 
us  to  travel  so  rapidly  from  city  to  city  today. 

Why  does  this  vapor  rise?  Let  pupils  watch  the  boiling 
water  and  see  for  themselves  that  the  warm  water  nearest  the 
bottom  heats  first;  that  v/arm  objects  are  lighter  than  cold  ones 
and  rise;  that  the  hot  drops  rise  to  the  top  and  the  cold  drops 
take  their  place. 

Let  pupils  watch  this  bubbling  and  rising  of  drops  as  the 
water  boils.  Notice  the  first  bubbles  and  that  they  contain 
air.  Do  they  break  noisily  or  quietly?  Notice  the  bubbles 
formed  at  the  bottom  of  the  pan  and  how  they  increase  in  size 
as  they  reach  the  surface. 

CLOUDS. 

The  vapor  that  rises  is  lighter  than  the  air  or  atmosphere, 
and  goes  up,  up,  while  the  heavier  air  above  drops  down.  As 
the  vapor  rises  higher  into  the  colder  atmosphere,  it  condense? 
into  what  we  call  clouds. 

These  are  sometimes  ten  or  more  miles  above  the  earth, 
at  other  times  much  nearer,  and  sometimes  they  drop  very 
low.  In  what  kind  of  weather  do  the  clouds  seem  to  be  nearer 
the  earth  ? 


754  THE   PLAN    BOOK. 

Illustrate  the  fact  that,  if  vapor  in  the  air  is  chilled,  it 
gathers  into  water  dust,  and  then  into  clouds.  Call  attention 
tv)  the  fact  that  there  is  no  vapor,  or  appears  to  be  none,  close 
to  the  spout  of  the  kettle  of  boiling  water,  but  that  a  little 
farther  away  the  steam  is  visible.  As  the  vapor  goes  farther 
away  from  the  spout,  the  cool  air  of  the  room  condenses  it,  and 
makes  it  visible  in  the  form  of  steam,  or  brings  the  drops  to- 
gether again,  perhaps  on  the  window-pane,  in  the  form  of 
water  drops. 

Let  pupils  hold  a  plate  in  the  cloud  of  steam  as  it  arises 
from  the  kettle,  and  observe  how  the  small  drops  of  water 
gather  upon  it. 

Hold  another  plate  nearer  the  spout,  where  no  steam  is 
visible,  and  let  pupils  see  that  the  water  drops  gather  as  before 
when  the  steam  was  visible.  What  happens  to  our  breath  on 
a  cold  day?  If  you  breathe  on  a  cold  window-pane  or  a  glass, 
what  happens?     What  in  these  cases  made  the  vapor  visible? 

Why  do  the  clouds  grow  dark  on  certain  days?  What 
brings  the  rain  from  them?  The  same  cause  as  that  which 
changed  the  steam  into  drops  when  meeting  the  cold  surface 
of  the  plate.  A  cold  wind  meets  the  clouds  and  passes  through 
them.  The  water  dust  gathers  into  drops,  and  these  become 
so  heavy  that  they  cannot  float  in  the  air. 

If,  in  falling,  the  rain  drops  pass  through  another  colder 
wind,  they  freeze  and  become  hail  stones.  If  the  cloud  froze, 
there  would  be  no  hail  stones.  The  drops  must  first  gather  in 
the  form  of  rain,  and  then  pass  through  a  cold  wind  to  freeze 
thera  solid.  When  does  hail  generally  come?  (After  a  snow- 
storm.)    Are  the  stones  larger  in  winter  or  summer? 

If  a  very  cold  current  of  air  or  wind  meets  the  water  dust 
before  it  has  cooled  sufiSciently  to  become  changed  into  water 
drops,  it  becomes  snow.  The  particles  of  water  dust  are  drawn 
together  into  star-shaped  snow  crystals,  and,  as  these  are 
heavier  than  the  water  dust,  they  fall  to  the  earth.  Illustrate 
this  force  of  nature  or  principle  of  cohesion  by  means  of  rock 
candy  or  salt  and  water. 


THE   PLAN    BOOK.  755 

Let  pupils  fill  a  glass  or  dish  with  water,  and  place  in  it 
as  much  salt  as  the  water  will  dissolve.  Let  this  remain  in 
room  for  several  days,  and  let  pupils  watch  the  formation  of 
salt  crystals. 

LITERATURE. 

A  Drop  of  Water,  Andersen. 

The  General  Thaw,  Mrs.  Gatty's  Parables  from  Nature. 

Snow  Clouds,  Eleanor  Smith's  Songs. 

The  Lazy  Little  Cloud,  Normal  Third  Reader. 

Watching  the  Clouds, 

READING   LESSONS. 

The  Tea  Kettle;  The  Steam  Engine;  The  Sunbeams; 
Vapor,  Clouds  and  Rain;  The  Story  of  a  Water  Drop;  The 
Hail  Stone's  Visit;  The  Snow  Flake's  Story  in  the  Normal 
(Powell  &  Todd)  Third  Reader. 

THE   HEAVENS. 

What  time  does  the  sun  rise  now?  Note  the  lengthening 
days  and  apparent  location  of  one  sunset  each  week.  In  what 
direction  does  it  appear  to  set?  Make  a  note  of  the  building 
or  tree  behind  which  the  sun  disappears  Feb.  1st.  In  what 
direction  does  the  sun  set  P'eb.  28?  At  what  time  do  you  need 
to  light  the  lamp?  Do  you  need  to  eat  breakfast  by  lamp- 
light now? 

TALKS  ABOUT  STARS. COLORED  STARS. 

All  the  stars  are  colored  and  it  is  said  that  if  we  could  see 
clearly,  we  would  find  among  them  as  many  colors  as  there 
are  among  the  flowers  of  the  earth. 

Some  of  the  stars  are  double  and  these  are  colored  differ- 
ently, but  you  cannot  see  them  except  through  a  telescope. 

Now  find  Andromeda  on  the  map  and  you  will  see  a  star 
marked  as  a  double  star,  one  being  orange  and  the  other  green. 
The  star  Alpha  in  the  constellation   of  the  Ram  is   a  double 


756  THE   PLAN    BOOK. 

star,  the  colors  being  purple  and  yellow,  while  Gamma  is 
another  double  star,  and  is  noted  because  of  its  being  the  first, 
double  star  ever  seen. 

Halfway  between  Gamma,  Andromeda  (the  colored  double 
star)  and  the  head  of  Aries,  the  Ram,  is  a  little  constellation 
named  the  Triangle.  South  oi  the  Triangle  is  the  constel- 
lation of  Aries  the  Ram,  which  is  one  of  the  twelve  signs  of 
the  Zodiac. 

Read  the  story  of  the  "Greatest  Telescope  Alakers,"  in 
Stories  of  American  Life,  by  Eggleston,  American  Book  Co. 

VARIABLE   STARS. 

These  are  the  stars  that  vary  in  brilliancy.  One  of  these 
stars  is  like  a  little  lamp  which  burns  brightly  for  some  time 
and  then  only  shines  with  a  feeble  glimmer. 

One  of  the  best  known  of  these  stars  is  called  Algol  or  the 
Blinking  Demon,  and  may  be  found  on  the  map  in  Perseus. 
Try  to  find  it  in  the  sky. 

As  you  look  at  this  group,  try  to  remember  the  wonderful 
story  of  Perseus,  as  it  has  been  told  by  the  Greeks. 

"Perseus  was  a  brave  3^outh,  who  was  sent  by  his  enemies 
to  capture  the  head  of  Medusa,  the  only  mortal  one  of  the 
three  Gorgons,  which  were  frightful  monsters  with  wings,  tre- 
mendous claws,  and  brazen  teeth,  and  serpents  for  hair.  So 
horrible  were  they  that  every  one  who  looked  at  them  turned 
to  stone.  The  gods  helped  Perseus  to  approach  Medusa,  and 
cut  off  her  head,  without  looking  at  her.  On  his  way  home, 
he  saw  and  rescued  a  beautiful  maiden  named  Andromeda, 
who  had  been  chained  to  a  rock,  and  was  about  to  be  devoured 
by  a  terrible  sea  monster.  Perseus  turned  the  head  of  Medusa 
toward  the  monster,  which  was  instantly  turned  to  stone.  In 
the  map  you  will  notice  Perseus  and  Andromeda  near  each 
other;  so  that  if  you  find  one,  it  is  easy  to  trace  the  other. 
Perseus  still  protects  Andromeda  in  the  sky.  Ke  was  placed 
here  after  his  death,  as  a  reward  for  his  bravery." 


d 


*c 


THE  PLAN  BOOK.  757 

SHOOTING  STARS. 

These  are  not  stars  at  all,  but  masses  of  hot  metal  or  gas.  A 
shooting  star  usually  weighs  less  than  an  ounce,  And  moves 
through  the  air  faster  than  an  express  train  moves.  If  it  drops 
too  near  the  earth,  into  the  blanket  of  air  that  surrounds  the 
earth,  it  is  sure  to  be  destro3^ed. 

It  rubs  against  particles  it  meets  in  the  air  and  this  makes 
it  so  hot  that  it  glows  with  light.  We  only  see  it  for  an  in- 
stant however.  It  soon  burns  out  and  its  ashes  drop  to  the 
earth. 

METEORS. 

These  bodies  are  great  masses  of  iron  or  stone.  Some- 
times they  fall  upon  the  earth  and  when  this  happens  they  at- 
tract much  attention.  Some  of  them  weigh  tons,  and  it  is 
fortunate  that  many  do  not  fall  on  our  earth. 

COMETS. 

Comets  are  made  of  millions  of  particles  covered  with  coats 
of  glowing  gas.  Sometimes  a  comet  breaks  into  pieces  and 
the  fragments  travel  along  themselves.  Some  comets  visit  us 
at  regular  intervals  and  others  come  once  in  many  years  and 
some  never  return. 

A  NEBULA. 

A  nebula  or  little  cloud,  as  it  seems  to  be  in  the  sky,  is  a 
mass  of  glowing  gas  poised  in  space.  It  looks  very  small  be- 
cause it  is  so  far  away.  But  the  great  nebula  of  Andromeda 
is  as  large  as  millions  of  bodies  as  large  as  our  earth.  Some- 
times people  mistake  this  nebula  for  a  comet. 

A  nebula  and  a  comet  are  not  the  same  thing.  A  comet 
changes  its  appearance  from  hour  to  hour,  while  a  nebula  re- 
mains unchanged  for  thousands  of  years. 


758  THE    PLAN    BOOK. 

ARTIFICIAL  LIGHT. 

Define  natural  light.  Artificial  light.  What  kinds  of  arti- 
ficial light  do  we  have?  Gas  light,  electric  light,  fire  light, 
candle  light,  lamp  light?     Is  there  such  a  thing  as  natural  gas? 

What  kinds  are  used  in  our  homes,  churches,  cars,  streets? 
What  was  the  first  light  employed?  What  was  the  last  to  be 
discovered  or  invented?  Who  invented  it?  How  long  has  it 
been  in  use?  What  kind  of  light  did  Franklin  discover?  How 
many  kinds  of  light  have  pupils  seen?  How  many  can  tell 
about  the  source  of  each?  Which  gives  the  strongest  light? 
The  weakest?  Which  is  the  most  expensive?  The  cheapest? 
What  kind  is  most  widely  and  commonly  used?  The  most 
useful?  Which  light  do  pupils  like  best?  Which  is  the  best 
light  to  read  by?     Which  is  the  most  injurious  to  the  eye? 

What  kind  of  a  light  did  Lincoln  have  when  he  studied  at 
night?  What  kind  did  he  use  Mobile  President  in  the  White 
House?  What  kind  of  a  light  did  Washington  read  by? 
What  kind  of  a  light  did  your  grandfather  use  when  he  was  a 
boy?     Your  father?     What  light  do  you  use  at  home? 

What  light  does  the  farmer  and  trainman  use  to  assist  in 
night  work  out  of  doors?  Why  are  colored  lanterns  used  on 
trains?  Where  else  are  colored  lanterns  used  as  danger  signals? 
What  kind  of  lanterns  do  we  use  when  we  wish  to  make  our 
lawns  look  pretty  at  night?  Where  do  these  lanterns  come  from? 

What  does  the  sailor  have  to  warn  him  of  danger  from 
rocks?  Who  has  seen  a  light  house?  Who  can  draw  one? 
What  kind  of  people  live  in  them?  Describe  the  life.  What 
poetess  lived  in  a  lighthouse  when  a  child?  (Celia  Thaxter.) 
What  poet's  father  was  a  light  house  builder?      (Stevenson's.) 

Read  the  "Lamp  Lighter,"  by  Robert  Louis  Stevenson. 
Tell  the  story  of  Grace  Darling,  King  Alfred's  Candle  or  the 
First  Lantern. 

LANGUAGE. 

Subjects  for  compositions. 
Ways  of  lighting  buildings. 


THE   PLAN   BOOK.  759 

1.     The  candle,  oil  lamp,  gas,  electric  light,  incandescent. 

What  way  was  employed  in  early  days? 

The  Candle. — How  made;  materials  used;  advantages  over 
fire  light?     Over  kerosene  lamps?      Expense?      Where  used? 

Lamps. — Oil  or  kerosene  used  as  fuel.  How  secured  and 
where?  Materials  used  in  making  lamps?  Cost  of  u^ing? 
Advantages  over  the  candle?  How  long  in  use?  Invented  by 
whom?     Where  most  commonly  used? 

Gas  and  Electric  Zz^/z/.— Natural  and  artificial  gas.  Gas 
and  electric  light  plants.  How  connected  with  buildings? 
Cost  of  using?  Advantages  over  other  means  of  lightings 
Discovered  or  invented  when  and  by  whom? 

Drawing. — Paint  and  draw  lanterns  and  lamps  of  all  kinds, 
as  kerosene  lamps  with  different  shaped  bowls  and  globes, 
lanterns,  bicycle  lamps,  carriage  and  train  lamps,  lamp  parts 
and  light  houses. 

Literature. — King  Alfred's  Candle,  or  The  First  Lantern. 

HEAT. 

Sources. — The  sun,  friction,  combustion,  chemical  action. 

Friction. — Under  the  head  of  friction,  opportunity  is  offered 
to  learn  the  habits  of  cave  dwellers,  Indians,  of  Crusoe  and 
other  primitive  people  in  obtaining  and  keeping  fire.  The 
growth  of  the  match  may  also  be  traced. 

Let  pupils  tell  of  the  ways  in  which  fire  was  discovered — 
of  making  fire  with  flint;  by  the  rubbing  together  of  sticks;  of 
fire  from  lightning,  and  of  getting  fire  from  volcanic  sources. 

Tell  of  the  proper  materials  and  ways  of  making  fire.  Let 
pupils  make  fires  for  themselves  and  find  the  chief  things 
requisite,  i.  ^.,  supply  of  air,  use  of  inflammable  material — as 
kindling — proper  arrangement  in  stacking  sticks  for  admission 
of  air,  etc. 

The  need  for  the  preservation  of  fire  will  bring  out  the 
points  that  hard  woods  and  coal  burn  slowly,  and  that  by  par- 
tial covering  from  air,  fire  can  be  kept  for  a  long  time. 

Under  combustion  lead  pupils  to  see  the  necessity  of  a 


760  THE  PLAN   BOOK. 

draught.     Make   experiments.     Apply   knowledge  gained  to 
fuel,  stoves,  lamps,  furnaces  and  to  ventilation. 

Unslacked  lime  and   water  show   effect    of  heat    through 
chemical  changes. 


HEATING  BUILDINGS. 

WAYS   EMPLOYED    IN    EARLY     DAYS — FUEL    USED — WAYS    EM- 
PLOYED   NOW. 

1.  Fire  places.  Fuel  used,  wood,  coal,  gas.  Describe. 
Illustrate  with  pictures  and  drawings.  Used  when,  where, 
and  by  what  people? 

2.  Stoves.  Invented  by  whom?  When?  Kinds  of  stoves. 
Fuel  used,  wood,  coal,  oil,  gas,  alcohol.  Describe  each.  Used 
for  what?  Advantages  of  each?  Expense?  ^^'here  used? 
Illustrate. 

3.  Furnaces.  Fuel  used.  How  the  hot  air  is  carried 
through  the  rooms,  pipes,  registers. 

4.  Steam  heat,  pipes. 

5.  Hot  water,  radiators. 

Which  method  is  most  expensive?  Least  expensive? 
Most  common?     Most  satisfactory?     Least  satisfactory? 


DOING  FOR  OTHERS. 

To  every  man  give  that  which  most  he  needs, 
Do  that  which  he  can  never  do  for  you. 
Thus  live  you  like  the  spring  that  gives  you  water, 
And  like  the  grape  that  sheds  for  j'ou  its  blood, 
And  like  the  rose  that  perfume  sheds  for  you, 
And  like  the  bread  that  satisfies  your  need, 
And  like  the  clouds  that  pour  their  rain  for  you, 
And  like  the  sun  that  shines  so  gladly  for  you, 
And  like  the  earth  that  bears  you  on  her  bosom, 
And  like  the  dead  who  left  their  care  for  you. 


THE   PLAN   BOOK.  761 


!       ^  PLANT  LIFE.  ^       I 


The  Tea  Plant. 

The  Coffee  Plant. 

Things  to  Find  Out. 

Gather  twigs  from  different  shrubs  and  trees.  Examine 
buds  and  bud  coverings  now.  Are  any  of  them  frozen  or 
blasted?  On  which  side  of  the  tree,  north,  south,  east  or  west, 
are  found  the  larger  number  of  frozen  buds.  Look  on  flower 
and  weed  stalks  which  you  find  still  standing.  Are  there  any 
seeds  in  the  seed  pods  now?  Are  the  poplar  catkins  swollen 
yet?  Which  buds  will  swell  first  on  the  the  fruit  trees — the 
leaf  or  flower  buds? 

Which  buds  will  be  the  first  to  unfold  if  we  have  a  few 
warm  days? 

What  will  happen  to  them  if  a  cold  snap  follow? 

What  is  the  color  of  the  willow  stems? 

Where  will  the  grass  first  begin  to  look  green? 

What  is  the  first  flower  to  come  out? 

Can  you  find  mosses  now? 

Among  the  flowers  one  may  find, are  a  primrose,  a  skunk 
cabbage,  and  chickweed. 

Look  on  the  sides  of  the  trunks  of  trees  for  the  green, 
moss-like  covering  that  may  sometimes  be  seen  there. 

Has  the  sap  begun  to  flow?  What  trees  have  a  pitchy  sub- 
stance under  the  bark?  What  is  made  from  it?  Are  there 
any  leaves  left  on  the  trees?     Have  the  pines  shed  any  leaves? 

How  can  you  tell  when  a  bud  is  killed?  (It  is  black  or 
brown  in  tl^^  centre,  while  a  living  bud  is  green.) 


762  THE   PLAN   BOOK. 

COFFEE. 

Material. — Pictures  of  the  tree,  coffee  berry  and  beans; 
ground  coffee,  coffee  roasted  and  unroasted,  a  coffee  mill;  maps 
of  countries  where  coffee  is  grown. 

Growth — Description  of  Tree  and  Berry. — The  coffee  tree 
is  a  beautiful  evergreen  tree  or  shrub,  growing  to  a  height  of 
from  twenty  to  thirty  feet.  The  cultivated  tree  is  not  allowed 
to  grow  more  than  ten  feet  in  height.  Its  leaves  are  dark 
green,  pointed  in  shape,  and  its  flowers  white  and  fragrant. 

After  blooming  a  few  days,  the  flowers  fall,  and  upon  the 
stalks  upon  which,  they  grew,  groups  of  berries  appear. 

At  first  they  are  hard  and  yellow,  but  their  color  deepens 
until  they  become  a  dark  crimson.  The  fruit  looks  somewhat 
like  the  cherry.  Each  berry  contains  two  coffee  beans.  These 
beans  have  the  flat  sides  together,  and  are  covered  with  a  husk. 
The  pulp  that  surrounds  the  seeds  is  pleasant  to  the  taste,  and 
it  is  necessary  to  watch  the  coffee  burrs  closely  to  keep  the 
birds  and  animals  from  eating  them. 

Preparation. — When  the  fruit  is  ripe,  it  is  gathered  or 
allowed  to  fall  from  the  tree  on  mats  placed  under  the  trees. 
It  is  then  placed  in  the  sun  and  dried.  The  outside  part  or 
pulp  is  removed  from  the  berry  by  passing  it  through  wooden 
rollers. 

The  coffee  is  then  freed  from  impurities  by  winnowing, 
and  the  imperfect  berries  removed  from  the  finest  kinds.  It 
is  then  packed  in  large  sacks  to  be  sent  to  other  parts  of  the 
world. 

The  berry,  when  raw,  is  hard  and  tough,  and  light  in  color. 
It  is  necessary  to  roast  the  berry  to  bring  out  the  flavor  and 
smell. 

Cultivation. — Coffee  is  raised  from  the  seed.  The  trees 
are  planted  in  rows,  and  when  three  3'ears  old  bear  fruit. 
The  trees  live  from  twenty  to  twenty-five  years,  and  three 
crops  are  gathered  every  year.  The  average  yield  per  tree  is 
one  and  one-half  pounds. 


THE  PLAN   BOOK.  763 

In  Arabia  the  leaves  of  the  coffee  trees  are  used  in  prepar- 
ing a  drink  instead  of  the  beans.  No  milk  or  sugar  is  used 
with  this  drink. 

Where  it  Grows. — Coffee  grows  best  in  a  hot,  moist  climate. 
The  first  homes  of  the  plant  were  Arabia  and  Abyssinia, 
but  it  is  now  grown  in  Central  and  South  America,  India,  The 
West  Indies,  Mexico,  Africa,  Cuba,  Porto  Rico,  and  the  Philip- 
pine Islands. 

It  is  said  that  two-thirds  of  the  coffee  used  comes  from 
Brazil.    Java  comes  next. 

The  finest  coffee  is  the  Mocha,  which  comes  from  Arabia^ 
and  the  next  is  Java. 

Physical  Effects. — Coffee  is  a  stimulant  and,  if  used  in 
moderation,  is  healthful.  It  is  valuable  for  its  invigorating 
effect  on  the  muscular  system  of  those  who  have  to  endure 
great  hardships  with  little  food.  It  is  the  best  known  drink 
for  soldiers  and  explorers.  In  some  countries  it  is  used  as 
a  medicine  to  ward  off  fever. 

It  is  apt  to  be  harmful  to  children,  however,  and,  if  used 
to  excess  by  adults,  is  likely  to  produce  nervousness,  wakeful- 
ness and  indigestion. 

Uses  of  Coffee. — Let  pupils  describe  the  preparation  of  a 
cup  of  coffee.     What  must  be  used  to  clear  it? 

Coffee  should  be  roasted  and  ground  just  before  being 
used.  Ground  coffee  loses  its  strength  very  fast  if  exposed  to 
the  air,  and  roasted  coffee  loses  its  flavor. 

Geography. — Take  an  imaginary  journey  to  Arabia,  and 
visit  a  coffee  plantation  there.  Describe  the  beasts  of  burden 
employed  in  that  country. 

TEA. 

Materials.— Y\QXMr^^  of  the  plant,  leaves,  samples  of  dried 
tea  leaves,  and  maps  of  country  where  tea  is  grown. 

Description  of  Plant. — The  tea,  like  the  coffee  plant,  is  an 
evergreen  shrub.  It  grows  to  a  height  of  from  three  to  six 
feet.      The  leaves  are  alternate,  tapering  at  both   ends,  and 


764  THE   PLAN   BOOK. 

grow  on  short,  thick  stalks.  The  flowers  are  large  and 
white  and  resemble  the  single  camellia. 

How  to  Cultivate. — The  plants  are  raised  from  seeds  and 
are  planted  about  four  feet  apart.  The  slopes  of  hills  are 
preferred  for  this.  It-  requires  four  pounds  of  fresh  leaves  to 
make  one  pound  of  dried  tea  and  one  tea  plant  produces  from 
two  to  six  ounces  of  cured  tea  a  year. 

Preparation  for  the  Market. — The  plants  begin  to  yield 
their  harvest  when  about  three  years  old  and  continue  until 
they  are  eight  or  ten  3^ears  old.  They  are  then  cut  down 
and  a  new  plantation  takes  the  place  of  the  old. 

The  first  crop  of  leaves  is  picked  in  March  or  April,  and 
this  is  the  best.  The  younger  the  leaves,  the  more  delicate 
the  flavor  of  the  tea ;  this  is  the  most  expensive  variety  of  the 
kind  of  tea  known  as  ^''green  tea!'"' 

A  month  later,  in  April  or  May,  a  second  crop  is  picked, 
and  this  is  the  most  important  crop,  for  the  leaves  are  then 
larger  and  the  yield  greater  than  before.  Sometimes  other 
pickings  follow  these. 

These  leaves  furnish  the  kinds  of  tea  called  imperial  and 
young  hyson. 

In  July,  another  and  the  last  picking  takes  place.  These 
leaves  are  large,  coarse  and  of  inferior  quality,  and  give  what 
is  known  as  the  black  tea. 

The  leaves  are  picked  by  hand  and  then  exposed  to  the 
sun  in  shallow  baskets.  They  are  then  dried.  This  is  done 
by  placing  them  in  a  shallow  pan  and  roasting  them,  stirring 
them  all  the  while  to  keep  them  from  scorching. 

They  are  then  rolled,  either  by  the  hand  or  by  machinery, 
into  the  form  in  which  we  get  them.  The  tea  is  then  packed 
in  chests,  lined  with  a  thin  layer  of  lead  to  exclude  the  air, 
and  the  cover  is  soldered  down. 

Varieties  of  Tea. — Tea  is  divided  into  two  classes,  black 
and  green,  so  named  from  the  way  in  which  it  is  prepared. 
The  process  of  curing  green  tea  is  a  rapid  one,  and  the  tea 
remains  green.     The  black  tea  takes  much  longer  to  cure. 


the:  plan  book.  765 

The  finest  green  tea  is  coWe^  gunpowder  tea,  and  the  black, 
pekoe.  These  varieties  are  both  from  the  first  picking.  The 
very  choicest  tea  of  all  is  made  of  the  undeveloped  leaf  bud. 

Where  Grown. — Tea  is  grown  in  Japan,  India  and  Ceylon, 
but  China  is  the  great  tea  producing  country  of  the  world. 
IMiere  it  is  regarded  as  an  article  of  greatest  importance.  The 
Cliiuese  use  only  the  best  varieties  and  sell  the  inferior. 

It  is  exported  in  large  quantities  to  Great  Britain  and  the 
United  States. 

Tea  as  a  Drink. — Ask  pupils  to  tell  how  tea  is  prepared 
in  their  homes.  In  China  it  is  served  very  hot  and  taken  with- 
out milk  or  sugar. 

Effects  of  Tea-drinking. — Tea,  like  coffee,  is  stimulating 
and  induces  wakefulness  and  brain  activity.  It  is  often  used 
by  persons  who  are  obliged  to  do  night  work. 

The  best  green  tea,  which  possesses  the  strongest  flavor,  is 
thought  to  be  the  most  injurious,  as  it  causes  nervousness. 
Black  tea,  which  is  not  so  strongly  flavored,  is  not  so  harmful. 

Geography. — Take  an  imaginary  trip  to  China  or  Japan 
and  visit  the  tea  gardens. 

Draw  map  showing  tea  producing  countries  of  the  world. 


THE  DOG  OF  ST.  BERNARD'S- 

One  stormy  night  upon  the  Alps 

Walked  sadly  on  through  ice  and  snow, 
A  traveler,  weak  and  old, 

And  shivered  with  the  cold. 
His  eyes  were  dim  with  weariness, 

His  steps  were  short  and  slow. 
At  last  he  laid  him  down  to  sleep 

Upon  a  bed  of  snow, 
Before  he  closed  his  aching  eyes, 

He  heard  a  cheerful  bark ; 
A  faithful  dog  was  by  his  side, 

To  guide  him  through  the  dark. 
And  soon  beside  the  fire  he  stood, 

And  earnestly  he  prayed 
For  those  who  framed  that  noble  dog, 

And  sent  it  to  his  aid.  —Selected. 


766  THE   PLAN   BOOK. 


ANIMAL  LIFE^         | 

« 
« 


THINGS  TO  OBSERVE  THIS  MONTH. 

What  insects  hibernate?  Can  you  find  any  of  them? 
What  worms  or  spiders?  xA.ny  frozen  caterpillars  on  the  snow? 
What  reptiles  hibernate?  Have  any  made  their  appearance 
yet?  Turtles  come  out  on  sunny  days  now.  Frogs  also. 
What  birds  are  with  us  now?  Which  ones  have  lately  come 
back?  The  robins,  blue  jays,  blue  birds,  yellow  hammers,  for- 
est wood  peckers,  nut  hatches,  song  sparrows,  snow  birds,  and 
quails  or  partridges  may  be  found  in  many  places.  What  is 
the  chickadee's  spring  song?  Have  you  seen  the  field  mouse 
or  its  tracks  in  the  snow?  It  burrows  up  through  the  snow  in 
February. 

THE  DOVE  OR  CARRIER  PIGEON. 

Materials. — Pictures  showing  the  dove,  and  the  dove  cage. 

Have  a  live  pigeon  in  a  cage  if  possible,  and  keep  in  the 
room  for  a  week  or  a  few  days  in  order  to  enable  pupils  to 
observe  its  habits. 

Observation. — Find  out  what  pupils  have  observed  and 
%  know  of  the  pigeon.  How  many  kinds  they  have  seen.  The 
difference  between  the  wild  and  tame.  The  difference  between 
the  dove  and  pigeon.  How  dififerent  species  are  secured. 
Those  which  are  alike  or  show  some  peculiarity  in  common 
are  separated  from  the  others  and  kept  together.  Can  you  tell 
a  carrier?     Fantail?     Pouter?     A  tumbler? 

Food  and  Manner  of  Eating. — What  do  pigeons  eat?  How 
do  they  drink?  How  many  have  noticed  that  they  do  not  lift 
their  heads  while  drinking  as  other  birds  do? 

Note  the  beak  and  compare  with  tree  aud  ground  birds.   In 


THE    PI^AN    BOOK.  767 

what  way  are  they  alike?  Different?  Its  bill  indicates  that 
it  is  a  grain  eating  bird.  It  swallows  its  food  whole.  The 
young  bird  is  fed  with  a  kind  of  milk  from  the  crop  of  the 
parents. 

Note  the  foot  of  the  pigeon.  It  shows  that  the  bird  belongs 
to  the  scratchers  and  not  the  perchers.  It  is  a  walker  and, 
while  not  well  suited  to  perching,  has  a  well  developed  fourth 
toe.  It  has  strong  wings,  enabling  it  to  fly  great  distances 
easily. 

Home  and  Nesls. — Describe  and  locate.  Tame  ones  make 
their  homes  in  a  pigeon  house,  or  loft.  Wild  ones  build  nests 
in  trees.  These  are  very  rough  and  loosely  woven.  Doves 
do  not  build  in  a  tree  where  there  are  other  doves.  Pigeons 
are  sociable  and  build  many  nests  in  the  same  tree. 

The  dove  lays  two  eggs,  and  the  father  bird  takes  turns 
with  the  mother  bird  in  keeping  these  warm. 

The  young  birds  are  called  squabs  and  are  ugly  and  naked 
when  very  young. 

The  "homeing"  instinct  in  the  dove  is  very  strong  and 
this  has  enabled  man  to  make  use  of  it  as  a  messenger.  It  is 
able  to  fly  a  mile  a  minute.  Its  tail  helps  to  guide  it  in  flight 
and  check  its  descent  in  alighting.  Note  how  the  tail  is 
rounded  on  the  end. 

Doves  are  great  distributers  of  seeds,  because  of  their  habit 
of  carrying  home  food  in  their  crops,  for  their  young. 

Note  the  color  of  the  eyes,  bill  and  legs. 

In  what  way  do  doves  use  their  voices? 

The  doves  mate  for  life  and  have  become  symbols  of  ten- 
derness and  constancy  because  of  their  devotion  to  each  other 
and  their  little  ones. 

The  dove  is  of  use  to  inan  for  food  and  as  messengers. 

Many  cities  have  clubs  or  associations  devoted  to  the  breed- 
ing and  flying  of  carrier  pigeons.  It  is  regarded  as  a  sport  in 
most  places,  but  in  some  cases  these  birds  are  employed  for 
useful  purposes,  as  messengers  for  brokers,  business  men, 
physicians  and  others. 


.OS  THE    PLAN    BOOK. 

These  birds  are  exceedingly  fastidious,  and  scrupulously 
clean  as  to  their  plumage.  In  their  homes  they  are  provided 
with  a  plentiful  supply  of  water  for  drinking  and  bathing,  and 
their  lofts  or  cages  kept  very  clean. 

When  waiting  for  duty  the  food  and  water  are  much  re- 
duced. They  are  used  to  being  handled  and  when  taken  from 
their  home  and  placed  in  a  wicker  hamper,  to  be  carried  to 
their  new  destination,  they  show  no  fear. 

The  messages  which  the}^  carr}^  are  written  on  very  thin 
small  pieces  of  paper,  w^hich  are  folded  and  attached  to  one  of 
the  tail  feathers  by  means  of  a  piece  of  fine  wire.  The  window^ 
is  then  opened  and  the  bird  let  loose.  It  immediately  strikes 
out  in  the  direction  of  its  home,  and  usually  does  not  stop 
until  it  reaches  there. 

On  arriving  the  bird  pushes  its  way  into  its  home,  which 
has  a  light  swinging  door.  The  door  has  an  electrical  attach- 
ment, which  signals  the  appearance  of  a  bird  by  ringing  a  bell. 
When  this  is  heard  some  one  goes  to  the  pigeon  loft,  and  takes 
from  the  pigeon  the  note  it  has  carried. 

A  record  is  kept  of  each  bird  and  of  the  time  it  requires  to 
make  a  trip.  Some  carrier  doves  are  laz}-  or  stupid  and  loiter 
on  the  way  home.  Others  are  shot  by  hunters,  caught  by 
hawks  or  join  flocks  of  pigeons  which  they  encounter. 

The  Chicago  Record  used  these  little  messengers  iuthe  late 
war  between  Spain  and  the  United  States.  These  birds  were 
sent  w4th  General  I^awton  on  his  advance  to  San  Isidro,  and 
brought  back  the  story  of  every  engagement  that  was  fought. 
They  went  also  with  the  same  general  on  the  southern  cam- 
paign, and  reported  battles  fought.  They  have  been  used  for 
the  same  purpose  in  time  of  war  in  Europe. 

So,  in  spite  of  the  telegraph,  the  telephone  and  the  regular 
post,  the  service  of  the  pigeon  is  still  often  put  into  practical 
use,  and  it  has  become  a  messenger  of  war,  as  well  as  a  sym- 
bol of  love  and  peace. 

Reading  and  Reference. — The  Pigeon  Ser^ace,  Chicago 
Record,  Jan.  9,  1900.     The  Youth's  Com.  Sup.  Reader  No.  7. 


THE   PLAN   BOOK.  769 

A  True  Pigeon  Story,  The  Child's  World.  The  Belfry  Pigeon, 
N.  P.  Willis.  The  Constant  Dove,  Celia  Thaxter.  The  Bible 
Story  of  the  Dove  and  Ark.  Songs. — Pigeons,  Smith  No.  2. 
Doves  in  the  Pine  Tree,  Howlitson's  Book.  * 

THE  EAGIvE.  P 

The  eagle  is  sometimes  called  the  King  of  the  Birds  be- 
cause of  its  grandeur  of  aspect,  its  size  and  great  strength. 

It  is  a  bird  of  prey  and  has  a  very  strong  beak,  and  large 
sharp  claws  called  talons.  Its  eyes  are  sharp  and  it  can  see  a 
great  distance.  It  is  sometimes  called  the  ''Bird  of  the  Sun," 
because  it  can  gaze  steadily  at  the  sun. 

The  wings  of  the  eagle  often  measure  five  or  six  feet  from 
tip  to  tip.  It  flies  higher  than  any  other  bird,  which  causes  it 
to  be  sometimes  called  the  "Bird  of  Heaven." 

Habits. — Builds  its  nest  on  a  high,  rocky  cliff,  or  in  the  top 
of  a  lofty  tree.  Nest  consists  of  a  mass  of  rough  sticks  and 
branches,  and  is  built  very  strong.     Nest  is  called  an  eyrie. 

Often  attacks  animals  much  larger  than  itself  and  has 
been  known  to  carry  off  a  young  baby. 

Carries  off  its  prey  alive,  and  bears  it  to  the  rock  on  which 
it  lives.     Eagles  steal  fish  from  the  osprey. 

Kinds. — Golden  Eagle,  best  known. 

Bald  Eagle,  our  national  emblem. 

Osprey,  feeds  wholly  on  fish. 

Harpy  Eagle. 

Tell  the  story  of  "Old  Abe,"  the  Eagle,  given  elsewhere. 

THE  DOG.  E 

Materials:  pictures  of  dogs,  of  dog  trains,  etc. 

Description  and  Classification.  Size,  form,  kind  of  coat; 
color;  vary  greatly. 

Compare  the  size,  form,  and  coat  to  that  of  the  cat.  In 
what  way  does  the  dog  differ  from  the  cat?  Which  has  the 
longer  limbs?  Can  a  dog  draw  in  and  extend  his  claws  as 
can  a  cat?     Why  can  a  dog  not  climb?     How  do  a  dog's  and 


770  THE   PLAN    BOOK. 

cat's  eyes  differ?  Whicli  animal  sees  best  in  the  dark?  Which 
is  the  most  wakeful  at  night?  The  dog's  sense  of  sight  is  very 
keen,  and  this  together  with  wakefulness  makes  it  valuable  as 
a  guard.  What  does  a  dog  do  when  angry?  A  cat?  How 
does  a  dog  use  his  voice?  How  defend  himself?  A  cat?" 
Which  has  the  longer  head? 

Teeth,  suited  to  flesh  eating.  Water  and  liquid  food  is 
lapped  up;  the  jaws  move  up  and  down;  uses  its  teeth  to  defend 
itself;  the  tongue  is  smooth. 

The  legs  of  the  dog  are  fitted  for  swift  running;  are  toe 
walkers;  five  toes  on  each  fore  foot  and  four  on  each  hind  foot; 
claws  are  heavy  and  dull  and  cannot  be  sheathed. 

The  dog  defends  itself  by  its  threatening  growl  and  his 
teeth. 

T7'aits. — Dogs  are  fearless,  watchful,  intelligent,  obedient 
and  faithful.  They  have  a  keen  sense  of  smell  and  sight, 
which  makes  them  valuable  servants  of  man. 

"No  animal  of  the  lower  order  has  shown  itself  so  capable 
of  instruction  and  none  that  has  adapted  itself  so  completely 
to  the  services  required  of  it. 

The  growth  and  intelligence  of  dogs  seem  to  be  entirely 
brought  about  by  the  human  beings  with  whom  they  are  asso- 
ciated. Left  to  themselves  the}^  would  have  alwa3'3  remained 
without  any  greater  mental  developement  than  belongs  to 
wolves  or  foxes." 

Varieties  and  Uses. — There  are  many  kinds  of  dogs,  each  of 
which  is  best  fitted  for  some  particular  purpose. 

Ask  pupils  to  name  as  many  kinds  of  dogs  as  possible, 
describe  them  and  give  their  uses. 

The  list' may  be  placed  upon  the  board  and  the  talks  illus- 
trated by  pictures  of  these  animals  borrowed  from  the  ''Dog 
Show"  spoken  of  in  the  Picture  Talks. 

Remove  the  impression  that  dogs  are  of  use  only  as  com- 
panions or  pets,  or  as  guards.  Lead  pupils  to  see  their  use 
and  value  as  beasts  of  burden,  as  shepherds  and  as  hunters. 


THE  PLAN  BOOK.  771 

THE  ST.  BERNARD  DOGS. 

This  is  a  noble  type  because  of  his  association  with  self- 
forgetful  devotion  to  the  needs  of  others.  This  breed  until 
lately  has  been  confined  to  the  Alps,  where  it  was  kept  by  the 
monks  of  the  Convent  of  St.  Bernard  and  sent  out  to  aid  tra- 
velers lost  in  the  mountains. 

Severe  snow  storms  are  of  frequent  occurrence  here,  and 
many  travelers  caught  in  these  storms,  chilled  and  bewildered 
by  the  snow,  perish  before  help  can  reach  them. 

A  desire  to  aid  these  unfortunate  people  led  to  the  founding 
of  the  St.  Bernard  Hospice  and  self-denying  labor  of  the  monks. 

These  dogs  are  sent  out  with  a  little  cask  of  brandy  hung 
at  the  collar  to  revive  the  rescued  tiaveler,  and  other  articles 
are  sometimes  added.  '^'^ 

One  dog  has  been  known  to  save  no  less  than  forty  lives, 
and  at  last  perished,  as  many  of  his  brave  companions  have 
done,  while  on  his  errand  of  mercy. 

Show  picture  of  the  pass  of  St.  Bernard,  the  monks,  the 
Alps  mountains,  and  a  St.  Bernard  dog,  or  Landseer's  picture 
spoken  of  elsewhere. 

Description. — Very  large;  bred  in  the  Alps  mountains,  coat 
varies  from  smooth  to  shaggy  and  is  fawn  and  white  in  color; 
feet  broad,  suited  for  walking  on  the  snow. 

THE  SHEPHERD   DOG. 

Description. — Has  a  long  pointed  nose;  bright  eyes,  attrac- 
tive face,  long  woolly  coat  of  hair,  bushy  tail.  It  is  noted  for 
its  intelligence  and  devotion  to  its  master.  A  shepherd  dog 
will  not  leave  the  flock  of  which  he  has  charge,  even  to  get 
food  to  save  himself  from  starving.  The  best  shepherd  dogs 
are  those  that  are  most  carefully  trained,  though  this  faithful- 
ness seems  to  be  a  kind  of  instinct.  The  value  of  his  services 
can  scarcely  be  over  estimated,  nor  could  the  flocks  he  cares 
for  dispense  with  his  intelligent  care  and  control.  The  drover's 
dog  performs  the  same  use  for  the  herds  of  cattle  that  the  shep- 
herd's dog  does  for  the  sheep. 


772  THE   PLAN    BOOK. 

Show  Landseer's  beautiful  picture  "The  Shepherd's  Chief 
Mourner."  Note  the  love  and  fidelity  in  the  face  of  this  dog 
mourner  as  he  sits  alone  and  silently  watches  by  his  good  old 
master's  coflBn.  Ruskin  saj^s  this  is  one  of  the  most  perfect 
poems  or  pictures  seen  in  modern  times. 

Tell  of  the  patient  Newfoundland  dog  and  the  life  it  is 
compelled  to  live  in  many  places,  as  described  in  the  beautiful 
story  by  Ouida,  *'The  Dog  of  Flanders." 

Tell  of  the  assistance  rendered  hunters  by  their  faithful 
hounds  who  possess  the  sense  of  smell  to  such  a  remarkable 
degree,  the  mastiff  who  is  so  highly  valued  as  a  watch  dog: 
the  poodle  that  posesses  the  power  of  learning  amusing  tricks 
to  a  greater  degree  than  any  other,  and  of  the  useful  dogs  used 
in  Alaska  and  by  the  Eskimo  as  beasts  of  burden. 

W^ithout  these  last  named  dogs  it  would  be  almost  impos- 
sible for  the  Eskimo  to  live,  as  they  are  dependent  upon  it  in 
many  ways. 

Read  to  the  pupils  the  story  called  "Moufflon"  by  the  author 
of  the  The  Dog  of  Flanders.  Both  these  attractive  little  books 
belong  to  the  Bimbi  Series,  published  by  J.  B.  Eippincott  Pub. 
Co.     Every  teacher  and  child  as  well  should  own  these. 

Readiug  Lessons. — A  Dog's  Story,  Stepping  Stones  to  Liter- 
ature, Third  Reader.  About  Dogs,  Harper's  Third  Reader. 
Dogs,  Normal  Third  Reader,  (Todd  &  Powell).  :Mount  St. 
Bernard,  Normal  Third  Reader,  (Todd  &  Powell).  The  Dog, 
Nev/  Century  Fourth  Reader.  Your  Dog,  Lights  to  Litera- 
ture, Book  IIL    The  Dog  of  Montargis,  Baldwin's  Fifth  Reader. 

THE  HORSE. 

Material. — Pictures  of  horses,  donkeys,  cattle,  camels,  ele- 
phants and  other  beasts  of  burden  for  comparison. 

To  illustrate  the  uses  of  the  horse,  bring  pieces  of  leather 
and  horse  hair,  articles  of  bone,  as  buttons,  knife  handles, 
rings. 

Preparatiim  for  Lesson. — Ask  pupils  to  suggest  the  names 
of  all  the  useful  domestic  animals  of  which  they   know,  and 


(Arranged  from  Teachers'  World.) 
BEASTS   OF  BURDEN. 


774  THE    PLAN    BOOK. 

tell  you  whicli  seems  to  ttem  the  most  useful  and  valuable. 
Do  pupils  understand  the  meaning  of  the  term  "domestic"  ani- 
mal? Be  sure  of  this.  Opinions  will  vary  as  to  the  most  use- 
ful animal,  but  all  will  agree  that  the  horse  is  one  of  the  most 
useful. 

How  is  the  horse  useful?  Where  is  the  horse  used?  Is  it 
used  as  much  as  formerly?  What  has  taken  the  place  of  horse 
cars?  Of  horses  themselves?  Wh}^  is  a  horse  better  for  rid- 
ing and  drawing  carriages  than  the  ox?  More  quick,  intel- 
ligent and  less  clumsy.  Mention  other  domestic  animals. 
Which  is  the  smallest?     Largest?     Neatest? 

Show  large  picture  or  chart  of  the  horse  and  ask  pupils  to 
obsen^e  and  tell  you  what  they  can  about  it.  What  kind  of  a 
horse  is  represented  here.  Are  all  horses  like  this  one?  What 
other  kinds  of  horses  have  the}^  seen?  What  kind  of  horses 
are  best  suited  for  the  farmer?   The  teamster?    The  fire  engine? 

Observation. — Watch  the  movements  of  the  horse  in  the 
street  or  at  the  home,  and  ask  pupils  to  tell  you  what  they  can 
find  out  from  actual  observation. 

Describe  the  horses  presented  in  the  charts  or  pictures. 
In  what  way  are  they  alike?  Different?  Compare  the  race 
horse  with  the  work  horse,  the  Norman  horses  and  Shetland 
pony. 

Note  the  size.  Heighth  varies  from  three  to  six  feet.  The 
head  is  long;  eyes  bright  and  large;  nostrils  large;  long  arch- 
ing neck,  flowing  mane;  long  graceful  bod}^  covered  with  fine 
short  hair;  glender  legs  and  small  hoofed  feet;  long  flowing 
tail. 

Notice  shape  of  horse's  face.  Where  are  its  eyes?  In  how 
many  directions  can  it  see?  Notice  the  sensitive  ears,  and  the 
way  in  which  they  move,  how  he  lays  them  back  when 
angry  or  frightened. 

Covering. — Note  the  color  of  the  coat;  its  character, 
whether  smooth  or  shaggy.  Does  a  horse  wear  the  same  coat 
winter  and  summer?  The  hair  is  thicker  in  winter  and  is  shed 
in  the  spring.      Perspires   when   driven   hard  and  should  be 


THE   PLAN   BOOK.  775 

blanketed  when  left  to  stand.  What  other  hair  on  the  horse 
protects  him  in  summer?  Call  attention  to  the  mane,  forelock 
and  tail  and  their  beauty  and  usefulness  in  driving  away  flies. 
Is  it  not  cruel  to  cut  a  horse's  mane  and  tail?  Why  is  this 
ever  done? 

Movements. — The  horse's  legs  are  fitted  to  swiftness.  It 
has  only  forward  and  backward  movements,  and  is  a  toe 
walker.  It  steps  on  the  last  joint  of  the  toe,  and  not  on  all 
the  toe  joints. 

Notice  the  foot.  The  toes  are  single,  covered  with  a  strong 
hoof  Why  but  one  toe?  The  others  have  disappeared  because 
it  suited  the  horse's  way  of  living  better  to  have  but  one. 

What  is  done  to  protect  the  hoofs  and  keep  them  from 
wearing  away  on  the  hard  pavements? 

Show  shoe  and  have  pupils  note  how  the  projections  in 
front  and  at  the  end  help  to  keep  the  horse  from  slipping. 

How  does  a  horse  use  his  feet  beside  walking  and  run- 
ning? 

It  sometimes  bites  and  kicks  to  defend  itself,  but  its  ordi- 
nary means  of  defence  from  its  enemy  is  its  swiftness.  Name 
difi"erent  movements  of  a  horse.  (Trots,  gallops,  canters.) 
Can  a  horse  swim?  How  do  we  guide  a  horse?  Does  the  bit 
hurt  its  mouth? 

Food. — The  horse  selects  its  food  in  the  dark  by  feeling 
with  its  lips.     How  does  it  show  hunger  or  thirst? 

What  food  does  the  horse  eat  in  summer?  In  wintei? 
The  teeth  are  made  for  grinding  and  cutting.  The  lips  are 
helpful  also.     They  are  made  to  stretch  out  after  food. 

Characteristics. — The  sense  of  smell  is  the  best  developed 
of  any  that  the  horse  possesses,  and  next  to  that  the  sense  of 
sight.     Horses  have  also  a  very  remarkable  sense  of  direction. 

The  voice  of  the  horse  finds  expression  in  what  way?  (The 
neigh,  whinney,  snort.) 

The  leading  traits  of  a  horse. — Its  intelligence,  good 
memory,  docility,  timidity,  affection  if  well  treated,  resentment 
if  ill  treated,  and  his  desire  to  win  in  a  race. 


776  THK    PLAN    liOOK. 

The  horse  is  noted  for  its  cleanliness.  It  refuses  to  drink 
stagnant  or  muddy  water  or  eat  unclean  food. 

Uses. — The  horse  is  the  swiftest  mammal  of  his  size  and 
bulk.  He  is  built  or  has  been  developed  to  become  the  most 
perfect  servant  possible  to  man,  in  enabling  him  to  traverse 
space  with  the  greatest  possible  celerity,  that  is,  if  he  does  not 
come  in  competition  with  steam  and  electric  engines  and 
horseless  carriages,  and  the  like. 

Speak  of  our  dependence  upon  the  horse  for  labor,  as  a 
means  of  transportation,  and  other  ways. 

The  bones  of  the  horse  are  used  to  make  various  articles, 
the  hair  for  cloth,  the  hide  for  leather,  and  the  flesh  for  food 
(in  France). 

Speak  of  the  way  in  which  it  assists  the  farmer,  the  team- 
ster, the  soldier  and  people  everywhere. 

Speak  of  the  abuse  of  horses,  and  their  own  opinion  in 
regard  to  it.     Are  these  things  common? 

Kinds  of  horses. — There  are  many  varieties  of  horses,  pro- 
duced by  breeding.  There  is  the  heavy  large  limbed  French 
Percheron,  the  lightly  built  English  race  horse,  the  great  cart 
or  dray  horse,  the  Arabian  horse,  and  the  little  Shetland  pony, 
not  much  larger  than  the  ordinary  Newfoundland  dog. 

The  finest  horses  in  the  world  are  Arabian. 

"The  Arabians  believe  the  horse  to  have  been  designed  and 
framed  by  the  Almighty  with  a  special  regard  to  its  use  by 
mankind,  and  they  consider  it  superior  to  all  others  of  the 
lower  animals.  One  of  their  proverbs  is,  'Next  to  man,  the  most 
eminent  creature  upon  the  earth  is  the  horse;  the  best  employ- 
ment is  that  of  rearing  it;  the  most  delightful  situation  is  to 
sit  upon  his  back,  and  the  most  meritorious  of  domestic  actions 
is  to  feed  and  care  for  it.'  " 

Reading  Lessons. — The  Fox  and  the  Horse,  Stepping 
Stones  to  Literature  Fourth  Reader.  The  Wooden  Horse, 
Stepping  Stones  to  Literature  Fourth  Reader.  The  Iron 
Horse,  Baldwin's  Fourth  Reader. 

Literature. — Our  treatment  of  animals  in  providing  food> 


THE   PLAN    BOOK.  777 

home,  shelter,  care  for  the  young  and  old  may  be  made  a 
special  lesson  of,  and  enforced  by  such  poems  as  "The  Tower 
of  Justice"  or  "Bell  of  Atri,"  by  Longfellow;  "A  Lesson  of 
Mercy,"  by  Gary. 

Speak  of  the  purpose  of  Humane  Societies,  and  Bands  of 
Mercy,  and  the  way  in  which  we  may  assist  them. 

Tell  something  of  the  life  of  Henry  Bergh,  who  did  so 
much  to  lighten  the  burdens  of  these  dumb  beasts.  How  he 
talked  and  wrote  until  he  had  interested  everyone  in  the  mat- 
ter, and  made  people  feel  as  he  did  about  protecting  animals. 
Cattle  and  horses  were  formerly  crowded  into  cars  without 
enough  to  eat  or  drink,  and  in  the  long  journeys  which  they 
took  by  rail,  suffered  much.  Now,  partly  through  the  efforts 
of  this  kind  hearted  man,  animals  in  stock  trains  are  given 
sufficient  air,  food,  water  and  room  in  the  cars. 

How  many  of  the  pupils  have  in  their  homes  the  story 
"Black  Beauty?"  Read  it  aloud  to  the  pupils,  if  time  permits, 
or  ask  them  to  read  it  at  home,  and  also  the  ''Strike  at 
Shaynes,"  in  which  the  animals  on  a  farm  rebelled  against  a 
cruel  master. 

After  a  lesson  on  the  usefulness  and  fidelity  of  the  horse, 
read  your  children  a  stirring  poem  like  "Paul  Revere 's  Ride," 
or  "Sheridan's  Ride."  Tell  of  Washington's  horses,  of  which 
he  was  so  fond. 

Other  stories  to  be  read  or  told  in  connection  wich  these 
lessons  are  "Kicking,"  by  Mrs.  Gatty;  Pegasus,  Child's 
World;  and  A  Wise  Old  Horse;  "The  Wooden  Horse,"  Clas- 
sic Myths,  by  M.  L.  Judd. 

Pictures. — Landseer's  Horses ;  Rosa  Bonheur's  Horses  ; 
The  Frieze  of  the  Parthenon;  The  Chariot  Race,  Alex.  Wag- 
ner; The  Arabian  Horse,  Eugene  Tormentin;  Pharaoh's 
Horses;  Washington  on  Horseback;  The  Prayer  in  the  Desert, 
Vernet;  Oxen  Going  to  Labor,  Tryon  Constant;  The  Proces- 
sion of  the  Royal  Bull,  by  F.  A.  Bridgeman. 

Drawing. — Illustrate  the  poem,  "The  Tower  of  Justice." 
Draw  and  cut  the  pictures  of  the  horse.    Draw  and  cut  all  ani- 


778  THE   PLAN    BOOK. 

mals  that  are  used  to  draw  vehicles  or  as  beasts  of  burden,  as 
the  horse,  donkey,  dog,  camel,  elephant,  reindeer. 

Construction  Work  and  Drawing. — Make  models  of  vehi- 
cles and  forms  of  conveyances  which  pupils  have  seen  or  talked 
about,  as  the  cart,  carriage,  wagon,  boat,  sled,  sleigh,  gondola, 
canoe,  ship,  sedan  chair,  bicycle,  steam  cars,  trolly  cars,  etc. 
Cut  from  advertisements,  newspapers  and  catalogues  all  the 
vehicles  they  can  find,  mount  them  and  write  the  name  under- 
neath.   

MODES  OF  TRAVEL. 

PUBLIC  CONVEYANCES. 

Topics  for  Language  Work. — Modes  of  travel  employed  by 
peoples  of  different  nations.  Modes  of  travel  in  Colonial  days. 
Modes  of  travel  at  present  time.  Animals  used  as  beasts  of 
burden.  First  public  conveyances  used.  Those  in  use  at  the 
present  time.  The  coach,  carriage,  omnibus,  chariot  or  chaise. 
The  horse  cars,  electric,  steam  and  elevated  railways.  The 
bicycle  and  horseless  carriage  or  automobile. 

Reading  Lessons. — The  stage  coach,  Baldwin's  Fourth. 
The  Iron  Horse,  Baldwin's  Fourth.  The  Chariot  Race,  Har- 
per's Fifth.     Riding  a  Camel,  Harper's' Fourth. 

THE  RAILWAY. 

We  do  not  know  when  railways  began  to  be  used.  Those 
first  constructed  in  England  were  made  for  the  purpose  of 
transporting  coal  from  the  mines.  Horses  were  used  as  the 
motive  power. 

After  the  steam  engine  was  invented  it  was  applied  to 
moving  railway  carriages. 

The  first  successful  locomotive  was  constructed  by  Robert 
Stevenson,  in  1829,  and  was  called  the  "Rocket." 

What  can  you  tell  of  the  building  of  this  first  railroad  for 
the  use  of  passengers? 

It  is  interesting  to  know  that  the  first  railway  in  the  United 
States  was  built  for  the  purpose  of  carrying  granite  for  Bunker 


THE   PLAN   BOOK.  779 

Hill  monument  to  the  seaboard.  It  was  built  in  1827,  and  ex- 
tended from  the  granite  quarrries  in  Quincy,  Mass.,  to  a  wharf 
five  miles  distant.     The  cars  were  moved  by  horse  power. 

At  the  close  of  1830  nine  railroads  were  in  process  of  con- 
struction. The  first  locomotive  built  in  the  United  States  was 
also  operated  during  this  year.  Peter  Cooper  constructed  a 
railroad  that  drew  the  first  passenger  train  in  the  country. 

When  were  sleeping  cars  first  built,  and  by  whom?  Where 
are  these  cars  built  now?  How  many  have  taken  a  journey 
in  these  palace  cars?  Describe  the  trip,  and  dining,  sleeping 
and  parlor  cars.  What  town  in  Illinois  is  named  after  the 
man  who  built  one  of  the  first  sleeping  cars? 

Are  our  cars  like  those  used  abroad?  Who  has  taken  a 
trip  abroad,  and  can  tell  about  the  cars  used  in  other  countries? 
Chicago  is  the  greatest  railway  center  in  the  world. 

What  is  a  railway  center? 

THE  STREET  RAILWAY. 

This  was  begun  about  forty  years  ago,  and  ran  until 
recently  by  the  aid  of  horses.  What  has  taken  the  place  of 
horses?  Are  horse  cars  used  yet?  Where?  What  is  the  ob- 
jection to  horses  for  street  car  lines?  Tell  what  you  can  about 
the  horse  car.  Describe  a  short  journey  you  have  taken  in 
one. 

Tell  what  you  can  of  the  work  of  the  employes  of  a  street 
railway;  of  other  railways. 

Is  such  work  easy  and  pleasant?  Are  these  employes  well 
paid?     Are  their  hours  long  or  short? 

ELEVATED  RAILROADS. 

Why  do  we  have  elevated  roads?  Have  you  ever  thought 
about  it?     Why  not  use  horse  cars? 

The  people  in  a  city  must  have  some  means  of  getting 
about  quickly.  A  ride  from  the  business  part  or  center  of  the 
city  to  the  residence  part  or  suburbs,  of  from  two  to  ten  miles 
every  morning  and  evening  takes  a  great  deal  of  time. 


7S0  THE   PLAN    BOOK. 

The  horse  car  is  slow,  takes  up  too  much  valuable  time  and 
is  uncomfortable  owing  to  crowds  traveling  at  the  beginning 
and  end  of  each  business  day. 

Steam  or  electricity  might  be  used  with  fast  trains  on  a 
surface  road,  but  the  dangers  of  a  surface  road  are  great  and 
would  interfere  so  seriously  with  business  that  it  would  not  do. 

The  underground  road  might  be  used,  and  is  in  some  cases, 
but  it  is  exceedingly  expensive,  so  the  elevated  road  was  de- 
cided upon  as  the  best  solution  of  the  problem. 

These  have  proven  a  great  blessing  to  the  residents  in  the 
cities,  though  they  were  unpopular  at  first. 

Suppose  your  country  friend  or  cousin  were  to  ask  you  to 
explain  this  elevated  railway  system.  Could  you  do  it?  What 
you  speak  of  so  familiarly  as  the  ''Elevated"  has  no  meaning  to 
children  who  never  have  seen  one. 

What  do  you  know  about  it?  How  is  this  railroad  sup- 
ported in  the  air? 

In  some  streets  the  tracks  rest  on  double  rows  of  pillars, 
connected  by  iron  girders.  In  others  it  is  supported  by  a 
single  line  of  pillars,  standing  at  the  edge  of  the  sidewalk,  so 
that  the  trains  run  on  each  side  of  the  street.  The  pillars  rise 
from  the  sidewalks  in  narrow  streets,  and  in  wider  avenues 
from  the  central  part. 

The  stations  are  reached  by  long  flights  of  covered  stairs» 
as  the  road  runs  along  on  a  level  with  the  second  story  win- 
dows or  sometimes  higher.  As  you  are  whirled  along,  so  near 
to  the  second  story  windows  of  tenement  houses,  you  can  see 
what  the  people  are  doing,  and  the  furniture  in  the  rooms 
quite  plainly. 

The  rails  of  this  railroad  rest  on  sleepers  placed  together 
more  closely  than  on  a  surface  road.  The  rails  are  more 
solidly  spiked  down,  and  there  is  a  guard  inside  each  rail  along 
the  whole  length  to  prevent  cars  or  engines  from  running  off 
the  track. 

Although  it  seems  at  first  as  if  it  must  be  a  very  dangerous 


THE   PLAN    BOOK.  781 

way  to  travel,  it  is  in  reality  the  most  free  from  danger  of  any 
of  the  public  conveyances. 

The  stations  are  about  half  a  mile  apa/.t,  or  less,  and  the 
trains  stop  only  at  these  stations.  The  fan,  is  five  cents;  some- 
times this  is  paid  on  the  car  to  a  conductor,  but  usually  to  a 
man  who  sits  in  a  box  office  of  the  station.  Sometimes  a  ticket 
must  be  purchased,  which  is  dropped  into  a  box  as  one  passes 
out  to  the  platform  to  take  a  car. 

At  other  stations  a  nickel  slipped  into  an  opening  to  a  desk 
in  the  box  office  is  all  that  is  necessary. 

When  the  cars  stop,  the  guard  at  the  end  of  the  car  opens 
two  iron  gates  which  admit  you  to  the  car.  When  the  train 
starts  these  gates  close  and  you  can  not  get  on  or  off  unvij  the 
next  station  is  reached. 

Tell  of  your  first  trip  on  an  elevated  railroad  and  de^cxbe 
your  sensations. 

FEBRUARY— IMPATIENCE. 

"Earth  captive  held 

By  winter,  a  foe 

Him  deems,  to  weld 

Such  fetters.     Below 

Her  violets  close-celled 

Flutter  to  go. 

Earth,  when  she's  free 

To  bud  and  blow. 

And  feel  through  every  fibre  of  each  tree 

The  strength  to  grow, 

Will  say,  "Twas  winter  gave  it  me!' 

And  in  the  sunshine  bless  the  snow." — Alice  Ward. 


Ill  fares  the  land  to  hastening  ills  a  prey, 
Where  wealth  accumulates  and  men  decay; 
Princes  and  lords  may  flourish  or  may  fade: 
A  breath  can  make  them  as  a  breath  has  made: 
But  a  bold  peasantry,  their  country 's  pride, 
When  once  destroyed  can  never  be  supplied. 

— Goldsmith. 


r82  THE  PLAN   BOOK. 

i  MINERALS.  I 

m  m 

*J8t«****S^SJ***S^*^^^*S^*9SJJK<t****Jlei8f  ********* 
(Omitted  from  January  Plan  Book.) 

Limestone,  Marble. 

Salt  and  Saltmaking. 

Effect  of  Frost  on  Stones. 

limestone  and  marble. 

Materials. — Articles  made  of  marble,  paper  weight,  a 
statue,  playing  marbles,  and  broken  bits  of  marble  of  different 
colors,  as  well  as  a  bit  of  loaf  sugar. 

A  knife,  and  strong  vinegar  or  weak  hydrochloric  acid  will 
be  needed  in  testing  the  marble  to  show  that  it  is  a  soft  rock 
made  up  of  carbonate  of  lime.  The  acid  combines  with  the 
lime,  setting  free  the  carbon  dioxide,  which  causes  the  effer- 
vescence. 

The  carbon  dioxide,  thus  produced  from  acid  and  marble, 
is  identical  with  the  carbon  dioxide  exhaled  by  plants  and  ani- 
mals, and  with  the  carbon  dioxide  which  gives  the  agreeable 
pungency  to  soda  water. 

Let  pupils  examine  specimens  and  name  them.  Note 
color,  luster,  transparency  and  weight.  Test  hardness  with  a 
knife  and  glass. 

LIMESTONE. 

The  limestone  is  a  compound  of  lime  and  carbonic  acid, 
and  in  its  most  common  forms  is  a  rough,  coarse  rock.  It  may 
be  found  almost  an3'\vhere.  Sometimes  it  is  difficult  to  distin- 
guish the  lime  stone  from  sand  stone  because  of  the  close  re- 
semblance. 


THE   PLAN   BOOK.  783 

We  may  find  out  to  which  class  it  belongs  by  dropping  a 
little  muriatic  acid  upon  the  specimen.  If  it  is  a  limestone, 
the  acid  will  break  into  a  foam  as  soon  as  it  touches  the  rock. 

Limestone  is  the  most  abundant  rock  in  the  world,  but  it 
is  not  the  most  useful,  for  it  is  not  usually  a  desirable  build- 
ing stone.  It  is  coarse  grained  and  liable  to  discolor  from  ex- 
posure to  the  weather. 

It  is  used  for  foundations  for  buildings,  for  basement  walls, 
piers  of  bridges  and  for  making  quicklime. 

MARBLE. 

Marble  is  the  best  known  lime  stone.  It  is  finer  grained, 
more  compact  and  crystalline  in  structure  than  other  lime 
stone.  It  is  made  up  of  small  shiny  particles  or  crystals.  So 
we  speak  of  its  structure  as  crystalline.  Compare  with  the 
piece  of  loaf  sugar  and  salt. 

Test  its  hardness  with  a  knife,  with  glass  and  with  the 
finger  nail. 

Marble  is  made  of  lime  and  gas — carbon  dioxide.  An  acid 
will  release  the  carbon  dioxide.  It  is  supposed  that  marble 
was  once  limestone  and  has  been  changed  to  its  present  state 
under  great  heat  and  pressure. 

We  have  been  talking  of  the  materials  used  by  the  sculp- 
tor in  statues.  Tell  of  the  materials  employed.  Which  mater- 
ial is  most  lasting  and  valuable?  What  colors  are  most  often 
employed  in  statues?  For  what  other  purpose  is  marble  em- 
ployed? (For  tombstones,  mantels,  table  tops,  doorsteps  and 
entire  buildings.) 

Marble  is  found  in  how  many  colors?  White,  red,  blue, 
yellow  and  black. 

Marble  may  be  found  in  some  shape  or  form  in  almost  every 
home.  In  some  cases  it  enters  into  the  construction  of  the 
building,  as  the  mantel,  or  as  ornaments.  Can  you  find  some 
way  in  which  it  is  used  in  your  own  home? 

How  Secured. — Tell  of  the  quarries  and  visit  one  in  im- 
agination. 


784  THE   PLAN    BOOK. 

The  marble  lies  in  irregular  beds  beneath  the  surface  of 
the  earth  and  must  be  dug  out  of  the  earth  and  cut  into  pieces 
small  enough  to  be  removed  by  machinery  and  cars. 

These  marble  quarries  are  very  different  from  coal  mines, 
and  a  description  of  one  and  the  way  in  which  marble  is  quar- 
ried would  take  up  more  space  than  can  be  here  given. 

This  material  may  all  be  found  in  a  description  of  Minerals 
given  in  "Great  American  Industries"  by  W.  F.  Rocheleau. 
and  published  by  A.  Flanagan. 

Geography. — Locate  the  most  important  marble  quarries  in 
the  United  States.  Draw  map  showing  marble  producing  re- 
gions. 

Marble  is  found  all  along  the  Appalachain  Mountain  Sys- 
tem from  Vermont  to  Georgia.  Some  marble  is  found  on  the 
Pacific  coast.  Vermont  and  Georgia  are  the  great  marble  pro- 
ducing states  of  the  Union.  Vermont  produces  two-thirds  of 
all  the  marble  in  the  country. 

Visit  in  imagination  a  marble  quarry  in  the  Green  Moun- 
tains and  describe  the  manner  in  which  marble  is  quarried. 

Find  the  little  Island  of  Pares  in  the  Mediterranean,  where 
we  must  send  for  our  finest  marble. 

Visit  a  place  where  tomb  stones  are  being  cut  and  carved, 
and  see  the  way  in  which  the  work  is  done. 

History. — Marble  was  used  by  people  long  before  the  use 
of  steel  tools  was  known.  Many  of  the  most  celebrated  build- 
ings of  the  old  world  and  statues  of  the  Grecian  sculptors  were 
made  from  marble.  Two  of  the  most  celebrated  statues  in  the 
world,  Venus  and  Diana,  as  well  as  the  beautiful  Parthenon  at 
Athens,  are  made  of  Parian  marble,  the  finest  in  the  world.  It 
is  pure  white,  of  very  fine  grain,  and  well  suited  to  statuary. 
Show  pupils  pictures  of  the  Parthenon  and  of  Venus  and 
Diana. 

Compare  the  pictures  of  ancient  marble  palaces  with  our 
buildiugs  of  today.  Are  there  any  buildings  in  this  city  built 
of  marble?  What  buildings  are  trimmed  with  marble? 
What  buildings  have  marble  steps? 


THE   PLAN   BOOK.  785 

Things  to  Find  Out, — Effects  of  frost  on  different  kinds  of 
stones. 

Have  you  ever  noticed  stones  or  stone  walls  that  seemed 
to  be  crumbling  away? 

Can  you  account  for  this  through  the  action  of  frost? 

If  possible,  gather  some  of  the  material  that  has  been  clipped 
away.     Observe  with  care  whatever  you  see  in  this  line. 

Do  you  find  any  of  the  material  that  has  become  complete- 
ly powdered? 

Can  you  see  the  part  rain  may  have  had  in  making  these 
changes? 

What  corresponding  effects  would  frost  or  freezing  have 
upon  the  great  mountains  of  rock  that  traverse  our  country? 

When  water  absorbs  into  fissues  of  rock  what  happens 
when  it  freezes? 

SALT. 

Materials. — Specimens  of  rock  salt  and  bag  of  refined  salt. 
Piece  of  meat  preserved  in  salt,  salt  water  and  maps  of  countries 
named  in  this  article. 

Description. — A  white  glistening  mineral  substance.  Grows 
solid  and  crystalizes  in  cube  shapes. 

Where  Found. — It  is  found  in  a  rocky  state  in  salt-mines, 
or  is  procured  from  the  water  of  salt-springs,  seas,  lakes  and 
oceans. 

How  Obtained  from  Water. — When  obtained  from  water 
the  salt  is  separated  from  the  liquid  by  allowing  the  water  to 
evaporate.  The  water  is  put  in  shallow  vessels  and  exposed 
to  the  heat  of  the  sun.  In  very  warm  countries  the  sun's  rays 
are  sufficient  to  dry  up  the  water  and  leave  the  salt  in  the  bot- 
tom of  the  pans.  The  salt  grows  solid  and  crystallizes  in  cube- 
shapes.  Where  the  climate  is  cool,  artificial  heat  is  used  to 
cause  evaporation.  The  salt  is  made  finer  and  purer  by  boil- 
ing it.      - 

Salt  in  the  United  States. — Quantities  of  salt  are  obtained 
from  springs  in  New  York,  Virginia,  Pennsylvania  and  Mich- 


7J^6  THE    PLAN    BOOK. 

igan.  The  most  productive  one  is  near  the  city  of  Syracuse, 
in  New  York.  The  salt  is  procured  by  boring  wells,  two  or 
three  hundred  feet  deep,  and  the  salt  water  is  pumped  into 
tanks  prepared  for  evaporating  purposes.  After  the  water  has 
disappeared  the  salt  is  allowed  to  drain  for  a  couple  of  weeks, 
and  is  then  packed  in  barrels  to  be  sold. 

Salt  Mines. — Salt  mines  are  found  in  Russia,  Germany 
and  Poland.  They  consist  of  vast  quantities  of  rock-salt  ex- 
tending hundreds  of  feet  below  the  surface  of  the  earth. 

They  are  entered  by  means  of  passages  from  the  surface 
called  shafts,  and  many  men  are  employed  in  working  the 
mines. 

They  cut  out  pieces  of  the  salt  and  load  little  cars  with  them, 
which  carry  the  salt  to  the  open  an:. 

Uses  of  Salt. — Salt  is  absolutely  necessary  as  an  article  of 
food.  It  forms  a  part  of  most  everything  prepared  for  the  table. 
It  enters  also  into  mixtures  which  are  used  as  medicines.  Meat 
is  kept  from  spoiling  by  packing  it  in  salt,  when  it  will  remain 
pure  for  a  long  time. 

References. — Our  Own  Country,  Book  III.  Inter-Ocean 
Couriosity  Shop,  1888;  Reading,  Why  the  Water  of  the  Ocean 
is  Salt. 


WASHINGTON. 


In  the  upright  little  sapling  lives  the  mighty  mountain  pine, 
Straighter  than  an  Indian  chieftain,  with  its  long,  unswerving  line, 
L,ifting  high  its  sturdy  branches,  rooted  in  its  rocky  bed; 
Landmark  to  the  valleys  under,  shelter  for  the  weary  head. 

In  the  boy,  so  true  and  fearless,  lived  our  hero,  good  and  grand, 
Through  the  days  of  stormy  trouble,  shelter  to  his  native  land; 
For  the  unbent  twig,  believe  me,  ever  grows  as  it  began, 
And  the  child  of  noble  nature  makes  the  noble-hearted  man. 

— *^  Youth's  Companion.** 


^pu*-- ,  /lO  .(5  3/  — 


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